Solomon Areaya's scientific contributions
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Publications (5)
This study delves into the correlation between the beliefs of five university mathematics teachers regarding the teaching of mathematics and their instructional practices. Adopting a case study methodology, this research aimed to thoroughly investigate this relationship. The collection of data was carried out through questionnaires, and the analysi...
This study explores the views of mathematics teachers at Assosa University regarding effective mathematics teaching. The study used a case study method as a mode of inquiry through semi-structured interviews with five mathematics teachers at Assosa University. The data were analyzed thematically. The results showed that mathematics teachers view me...
This study sought to investigate university mathematics teachers’ perceptions on their general pedagogical knowledge (GPK) while teaching an applied mathematics course tailored for pre-engineering students at a public university in Ethiopia. Using a case study approach, data were collected through a Likert-scale questionnaire and semi-structured in...
This study aimed to determine and observe the topic-specific pedagogical content knowledge of university mathematics teachers before and during limit and continuity concept instruction, and compare the teachers' perceptions of their teaching to what happened in their classrooms using the case study method. The study involved five university mathema...
The prime aim of the study was to investigate and understand first-year pre-engineering students’ perceptions about mathematics teachers’ knowledge and instruction. A case study method was employed as a mode of inquiry and a Likert-type survey for data collection. Participants included 158 first-year pre-engineering students and five mathematics te...
Citations
... A number of other studies have shown that teachers' beliefs about mathematics have a powerful impact on the practice of teaching (Charalambos, Philippou & Kyriakides, 2002;Ernest, 1988Ernest, , 2000Golafshani, 2002;Putnam, Heaton, Prawat, & Remillard, 1992;Teo, 1997). McLeod (1992) states that, "the role of beliefs is central in the development of attitudinal and emotional responses to mathematics" (p. ...
![[object Object]](https://i1.rgstatic.net/ii/profile.image/723576768458753-1549525553177_Q64/Yosef-Kasa.jpg)
... In a study by Kasa et al. (2022), students' perceptions of these mathematics teachers were examined. While students recognized their teachers' comprehensive content grasp, they highlighted a gap in pedagogical acumen. ...
