Doctoral dissertation (Mathematics): MSc Shemunyenge Taleiko Hamukwaya
Time
26.10.2023 at 14.00 - 18.00
MSc Shemunyenge Taleiko Hamukwaya defends the dissertation in Mathematics entitled “Beliefs about mathematics learning difficulties: Opportunities for learning – a Namibian study” at the University of Turku on 26 October 2023 at 14.00 (University of Turku, Quantum, XVII, Vesilinnantie 5, Turku).
The audience can participate in the defence by remote access: https://utu.zoom.us/j/69696201069 (copy the link to the browser).
Opponent: Docent Anu Laine (University of Helsinki)
Custos: Professor Peter Hästö (University of Turku)
Doctoral Dissertation at UTUPub: https://urn.fi/URN:ISBN:978-951-29-9469-4
***
Summary of the Doctoral Dissertation:
A Doctoral Researcher, Shemunyenge Taleiko Hamukwaya explored the beliefs about mathematics learning difficulties (MLD) from the standpoint of both high school students and mathematics educators, namely teachers, pre-service teachers, and teacher educators, to provide research-based knowledge. Her study aims to contribute to the ongoing international debate on mathematics-related beliefs. It also contributes to the development of research-based mathematics education in the African context, particularly in Namibia.
Research pertaining to mathematics education in Namibian education mostly focuses on the problems of poor performance of learners and low achievement as well as teachers’ and learners’ perceptions and attitudes and teacher training in mathematics education. The limited research conducted in Namibia has created the need for Hamukwaya to investigate the beliefs about MLD in detail to provide research-based knowledge for improving students’ opportunities for the learning of mathematics and inform policies and practices, primarily in the Namibian context. Additionally, several lessons can be learned from the Namibian education system and the teaching and learning of mathematics within it. These perspectives constitute the underlying motivation for Hamukwaya’s dissertation. She thought it was essential to understand what people believe. Therefore, in her research, Hamukwaya aimed to understand what mathematics teachers educators, and high school students believed regarding MLD.
A phenomenological approach was used to explore beliefs regarding indicators of MLD that mathematics educators and high school students hold. Hamukwaya, in her dissertation, then investigates the beliefs about practices in Namibian high school mathematics classrooms that may contribute to mathematics learning difficulties MLD. The common beliefs regarding MLD that she discovered from her studies address factors such as systemic factors, emotional dispositions, students’ difficulties in solving basic mathematics tasks because of several different reasons, students’ knowledge and beliefs, and students’ poor learning habits.
Moreover, in her research, Hamukwaya found that those students who experienced MLD did not believe that they were incapable of learning mathematics; rather, they needed the opportunity to reach their highest potential. Students believed that the opportunity to understand mathematics was essential to reduce MLD. The vital message is that understanding beliefs regarding MLD and the means of changing those beliefs is important. Interestingly, in her studies, Hamukwaya found that ‘students and teacher educators believe that mathematics educators should be responsible for limiting learning difficulties.
The audience can participate in the defence by remote access: https://utu.zoom.us/j/69696201069 (copy the link to the browser).
Opponent: Docent Anu Laine (University of Helsinki)
Custos: Professor Peter Hästö (University of Turku)
Doctoral Dissertation at UTUPub: https://urn.fi/URN:ISBN:978-951-29-9469-4
***
Summary of the Doctoral Dissertation:
A Doctoral Researcher, Shemunyenge Taleiko Hamukwaya explored the beliefs about mathematics learning difficulties (MLD) from the standpoint of both high school students and mathematics educators, namely teachers, pre-service teachers, and teacher educators, to provide research-based knowledge. Her study aims to contribute to the ongoing international debate on mathematics-related beliefs. It also contributes to the development of research-based mathematics education in the African context, particularly in Namibia.
Research pertaining to mathematics education in Namibian education mostly focuses on the problems of poor performance of learners and low achievement as well as teachers’ and learners’ perceptions and attitudes and teacher training in mathematics education. The limited research conducted in Namibia has created the need for Hamukwaya to investigate the beliefs about MLD in detail to provide research-based knowledge for improving students’ opportunities for the learning of mathematics and inform policies and practices, primarily in the Namibian context. Additionally, several lessons can be learned from the Namibian education system and the teaching and learning of mathematics within it. These perspectives constitute the underlying motivation for Hamukwaya’s dissertation. She thought it was essential to understand what people believe. Therefore, in her research, Hamukwaya aimed to understand what mathematics teachers educators, and high school students believed regarding MLD.
A phenomenological approach was used to explore beliefs regarding indicators of MLD that mathematics educators and high school students hold. Hamukwaya, in her dissertation, then investigates the beliefs about practices in Namibian high school mathematics classrooms that may contribute to mathematics learning difficulties MLD. The common beliefs regarding MLD that she discovered from her studies address factors such as systemic factors, emotional dispositions, students’ difficulties in solving basic mathematics tasks because of several different reasons, students’ knowledge and beliefs, and students’ poor learning habits.
Moreover, in her research, Hamukwaya found that those students who experienced MLD did not believe that they were incapable of learning mathematics; rather, they needed the opportunity to reach their highest potential. Students believed that the opportunity to understand mathematics was essential to reduce MLD. The vital message is that understanding beliefs regarding MLD and the means of changing those beliefs is important. Interestingly, in her studies, Hamukwaya found that ‘students and teacher educators believe that mathematics educators should be responsible for limiting learning difficulties.
University Communications