Relationship Between Pre-Service Teachers' Early Mathematics Experiences and Their Current Self-Perception on Mathematics

Paper

Getenet, Seyum, Adeniji, Saidat and Fanshawe, Melissa. 2024. "Relationship Between Pre-Service Teachers' Early Mathematics Experiences and Their Current Self-Perception on Mathematics." Getenet, Seyum (ed.) 46th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA46). Gold Coast, Australia 30 Jun - 04 Jul 2024 Australia.
Paper/Presentation Title

Relationship Between Pre-Service Teachers' Early Mathematics Experiences and Their Current Self-Perception on Mathematics

Presentation TypePaper
AuthorsGetenet, Seyum, Adeniji, Saidat and Fanshawe, Melissa
EditorsGetenet, Seyum
Journal or Proceedings TitleProceedings of the 46th annual conference of the Mathematics Education Research Group of Australasia (MERGA46)
Journal Citationpp. 239-246
Number of Pages8
Year2024
Place of PublicationAustralia
ISBN9781920846350
Web Address (URL) of Paperhttps://merga.net.au/wp-content/uploads/2024/07/MERGA46_2024_Getenet_RP395_2024-06-29-01.pdf
Web Address (URL) of Conference Proceedingshttps://merga.net.au/publications/annual-conference-proceedings/2024-conference-proceedings/
Conference/Event46th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA46)
Event Details
46th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA46)
Parent
Annual conference of the Mathematics Education Research Group of Australasia
Delivery
In person
Event Date
30 Jun 2024 to end of 04 Jul 2024
Event Location
Gold Coast, Australia
Event Venue
Griffith University
Event Web Address (URL)
Abstract

This study explores the relationship between pre-service teachers’ (PSTs) early experiences and their current views on mathematics. The data were collected through an online survey from 107 PSTs and were analysed using descriptive statistics and Pearson’s Chi-square test. Study results suggest that PSTs’ early mathematics experiences relate to their current self-perception of mathematics. The majority of participants who loved mathematics as children are confident in using mathematics, whereas those who dreaded it at school lack current mathematical confidence. This highlights the importance of early mathematics education in shaping future perceptions.

KeywordsPre-Service Teachers; Mathematics
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390109. Mathematics and numeracy curriculum and pedagogy
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Byline AffiliationsUniversity of Southern Queensland
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Fanshawe, Melissa. 2021. "Update on the national accreditation of the Expanded Core Curriculum." SPEVI 2021 Online Conference: Celebrating Change. Online 18 - 19 Jan 2021
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Cain, Melissa, Fanshawe, Melissa and Goodwin, Polly. 2024. "‘Come willing to learn’: experiences of parents advocating for their children with severe vision impairments in Australian mainstream education." International Journal of Inclusive Education. 28 (7), pp. 1166-1184. https://doi.org/10.1080/13603116.2021.1983879
Expectations for success: auditing opportunities for students with print disabilities to fully engage in online learning environments in higher education
Cain, Melissa and Fanshawe, Melissa. 2021. "Expectations for success: auditing opportunities for students with print disabilities to fully engage in online learning environments in higher education." Australasian Journal of Educational Technology. 37 (3), pp. 137-151. https://doi.org/10.14742/ajet.6449
From emotional crisis to empowerment: the journey of two mothers
Cain, Melissa and Fanshawe, Melissa. 2021. "From emotional crisis to empowerment: the journey of two mothers." Infants and Young Children: an interdisciplinary journal of special care practices. 34 (3), pp. 225-240. https://doi.org/10.1097/IYC.0000000000000194
Learning and exploring teacher identity: Preparing for teaching in the Partners in Literacy and Numeracy (PLaN) programme
Fanshawe, Melissa, Saltmarsh, Sue and Larsen, Ellen. 2023. "Learning and exploring teacher identity: Preparing for teaching in the Partners in Literacy and Numeracy (PLaN) programme." Asia Pacific Journal of Education. 43 (1), pp. 1-15. https://doi.org/10.1080/02188791.2020.1866492
Predictors of children’s achievement: analysis of the Australian National Numeracy Assessment Program
Getenet, Seyum and Beswick, Kim. 2021. "Predictors of children’s achievement: analysis of the Australian National Numeracy Assessment Program." Educational Assessment, Evaluation and Accountability. 33 (4), pp. 591-620. https://doi.org/10.1007/s11092-021-09364-w
Mapping pedagogical touchpoints: Exploring online student engagement and course design
Tualaulelei, Eseta, Burke, Katie, Fanshawe, Melissa and Cameron, Cathy. 2022. "Mapping pedagogical touchpoints: Exploring online student engagement and course design." Active Learning in Higher Education. 23 (3), pp. 189-203. https://doi.org/10.1177/1469787421990847
SPEVI Community of Practice: Creating a domain to collaborate, share practice, ideas, and resources for SPEVI members during the COVID-19 pandemic
Fanshawe, Melissa. 2021. "SPEVI Community of Practice: Creating a domain to collaborate, share practice, ideas, and resources for SPEVI members during the COVID-19 pandemic." Journal of the South Pacific Educators in Vision Impairment. 13 (1), pp. 58-77.
An Antipodean/Northern Lights Tale: The Role and Place of Mentorships for Young Adults with Blindness and Low Vision in Australia and Canada
Fanshawe, Melissa, Cain, Melissa, Sukhai, Mahadeo and Blackstock, Danika. 2021. "An Antipodean/Northern Lights Tale: The Role and Place of Mentorships for Young Adults with Blindness and Low Vision in Australia and Canada." Connecting the Dots 2021. Online 22 - 23 Aug 2021
Accessible mathematics for students with vision impairments
Fanshawe, Melissa and Jones, Alison. 2021. "Accessible mathematics for students with vision impairments." Teaching Mathematics. 46 (3/4), pp. 14-16.
Barriers and enablers to participation in learning and future employability for students with blindness and low vision in Australian mainstream secondary schools: a bioecological systems perspective
Fanshawe, Melissa June. 2021. Barriers and enablers to participation in learning and future employability for students with blindness and low vision in Australian mainstream secondary schools: a bioecological systems perspective. PhD Thesis Doctor of Philosophy. University of Southern Queensland. https://doi.org/10.26192/q713z
Effective school engagement
Fanshawe, Melissa and Penton, Kirstie. 2020. "Effective school engagement." 2019 NAPSA Biennial Conference. Sydney, Australia 06 - 08 Nov 2019 Sydney, Australia.
Hear my voice; the importance of self-advocacy for students who are blind or vision impaired
Fanshawe, Melissa. 2020. "Hear my voice; the importance of self-advocacy for students who are blind or vision impaired." Blind/Vision Impaired Masterclass Series 2020 (28th August). Sydney, Australia 28 Aug 2020 Sydney, Australia.
How to effectively advocate in school, services and the community for your child with a vision impairment
Fanshawe, Melissa. 2020. "How to effectively advocate in school, services and the community for your child with a vision impairment." Blind/Vision Impaired Masterclass Series 2020 (7th August). Sydney, Australia 07 Aug 2020 Sydney, Australia.
Toolbox of technology: what is required for students who are blind or have a vision impairment to use problem solving skills and adaptive technology to access the curriculum
Fanshawe, Melissa. 2020. "Toolbox of technology: what is required for students who are blind or have a vision impairment to use problem solving skills and adaptive technology to access the curriculum." Blind/Vision Impaired Masterclass Series 2020 (5th June). Sydney, Australia 05 Jun 2020 Sydney, Australia.
The role of social skills in community participation, inclusion and employment
Fanshawe, Melissa. 2020. "The role of social skills in community participation, inclusion and employment." Blind/Vision Impaired Masterclass Series 2020 (1st May). Sydney, Australia 01 May 2020 Sydney, Australia.
Being blind when the world is designed for those who can see; the importance of the Expanded Core Curriculum
Fanshawe, Melissa. 2020. "Being blind when the world is designed for those who can see; the importance of the Expanded Core Curriculum." Blind/ Vision Impaired Masterclass Series 2020 (6th March). Sydney, Australia 06 Mar 2020 Sydney, Australia.
What’s working in schools today: perspectives and advice from students with a vision impairment, their parents and teachers
Cain, Melissa and Fanshawe, Melissa. 2020. "What’s working in schools today: perspectives and advice from students with a vision impairment, their parents and teachers." Creating a Clear Vision for the Future (2020). Adelaide, Australia 12 - 15 Jan 2020 Adelaide, Australia.
Implementation of the expanded core curriculum; the process of accrediting standardised national curriculum to provide equitable access to schooling for students who are blind
Fanshawe, Melissa, Goodwin, Polly and Kaine, Natalie. 2020. "Implementation of the expanded core curriculum; the process of accrediting standardised national curriculum to provide equitable access to schooling for students who are blind." Creating a Clear Vision for the Future (2020). Adelaide, Australia 12 - 15 Jan 2020 Adelaide, Australia.
What’s working in schools today: perspectives and advice from students with a vision impairment, their parents and teachers
Cain, Melissa and Fanshawe, Melissa. 2019. "What’s working in schools today: perspectives and advice from students with a vision impairment, their parents and teachers." The Changing Landscape for Accessible Information (2019). Brisbane, Australia 04 - 07 May 2019 Brisbane, Australia.
Creating Emotional Engagement in Online Learning
Fanshawe, Melissa, Burke, Katie, Tualaulelei, Eseta and Cameron, Cathy. 2020. "Creating Emotional Engagement in Online Learning." EDUCAUSE Review. 31 August 2020.
Focus on maths: fostering student understanding of mathematics through a growth mindset
Fanshawe, Melissa. 2019. "Focus on maths: fostering student understanding of mathematics through a growth mindset." Teaching Mathematics. 44 (2), pp. 8-12.
Teaching mathematics through a growth mindset
Fanshawe, Melissa. 2020. "Teaching mathematics through a growth mindset." Teaching Mathematics Through a Growth Mindset 2020 (23rd January). Brisbane, Australia 23 Jan 2020 Brisbane, Queensland.
Teaching mathematics through a growth mindset
Fanshawe, Melissa. 2019. "Teaching mathematics through a growth mindset." Teaching Mathematics Through a Growth Mindset 2020 (20th May). Rockhampton, Australia 20 May 2020 Rockhampton, Queensland.
Teaching mathematics through a growth mindset
Fanshawe, Melissa. 2019. "Teaching mathematics through a growth mindset." Teaching Mathematics Through a Growth Mindset 2019 (25th March). Emerald, Australia 25 Mar 2019 Emerald, Queensland.
Teaching mathematics through a growth mindset
Fanshawe, Melissa. 2019. "Teaching mathematics through a growth mindset." Teaching Mathematics Through a Growth Mindset 2019 (18th March). Mackay, Australia 18 Mar 2019 Mackay, Queensland.
Teaching mathematics through a growth mindset
Fanshawe, Melissa. 2019. "Teaching mathematics through a growth mindset." Teaching Mathematics Through a Growth Mindset 2019 (11th March). Gladstone, Australia 11 Mar 2019 Gladstone, Queensland.
Focus on MATHS
Fanshawe, Melissa. 2019. "Focus on MATHS." Drawing Conclusions - early and Middle Years Conference (2019). Moorooka, Australia 23 - 24 Feb 2019 Moorooka, Queensland.
Teaching mathematics through a growth mindset
Fanshawe, Melissa. 2018. "Teaching mathematics through a growth mindset." Teaching Mathematics Through a Growth Mindset 2018 (22nd October). Brisbane, Australia 22 Oct 2018 Brisbane, Queensland.
Strengthening preservice teachers’ school based experience while providing in school, face-to-face support to secondary students studying early tertiary programs with USQ
Fanshawe, Melissa, Silk, Kirsty and Penton, Kirstie. 2019. Strengthening preservice teachers’ school based experience while providing in school, face-to-face support to secondary students studying early tertiary programs with USQ. Toowoomba. University of Southern Queensland.
Catering for the Specialized Needs of Students With Vision Impairment in Mainstream Classes: Listening to Student Voices for Academic, Physical, and Social Inclusion
Cain, Melissa and Fanshawe, Melissa. 2020. "Catering for the Specialized Needs of Students With Vision Impairment in Mainstream Classes: Listening to Student Voices for Academic, Physical, and Social Inclusion." van Rensburg, Henriette and O'Neill, Shirley (ed.) Inclusive Theory and Practice in Special Education. Hershey, United States. IGI Global. pp. 192-211
Adapting technological pedagogical content knowledge framework to teach mathematics
Getenet, Seyum Tekeher. 2017. "Adapting technological pedagogical content knowledge framework to teach mathematics." Education and Information Technologies. 22 (5), pp. 2629-2644. https://doi.org/10.1007/s10639-016-9566-x
Video-enhanced feedback
Dann, Christopher and Getenet, Seyum. 2020. "Video-enhanced feedback." Tatnall, Arthur (ed.) Encyclopedia of education and information technologies. Switzerland. Springer.
Teacher education and professional development for technology integrated teaching
Getenet, Seyum and Beswick, Kim. 2020. "Teacher education and professional development for technology integrated teaching." Tatnall, Arthur (ed.) Encyclopedia of education and information technologies. Switzerland. Springer.
Lighting the way through the home: development of early braille literacy
Fanshawe, Melissa. 2017. "Lighting the way through the home: development of early braille literacy." 2017 Biennial SPEVI Conference: Shining the Light on Vision Education. Brisbane, Queensland 08 - 12 Jan 2017 Australia.
Opening Eyes onto Inclusion and Diversity
Carter, Susan, Abawi, Lindy-Anne, Lawrence, Jill, Brownlow, Charlotte, Desmarchelier, Renee, Fanshawe, Melissa, Gilbey, Kathryn, Turner, Michelle and Guy, Jillian. Carter, Susan (ed.) 2019. Opening Eyes onto Inclusion and Diversity . Australia. University of Southern Queensland.
Technology and the knowledge quartet
Oates, Greg, Callingham, Rosemary, Getenet, Seyum, Hay, Ian, Beswick, Kim and Thomas, Damon. 2019. "Technology and the knowledge quartet." Hine, Gregory, Blackley, Susan and Cooke, Audrey (ed.) 42nd Annual Conference of the Mathematics Education Research Group of Australasia (MERGA42). Perth, Western Australia 30 Jun - 04 Jul 2019
Designing a professional development program for mathematics teachers for effective use of technology in teaching
Getenet, Seyum Tekeher. 2020. "Designing a professional development program for mathematics teachers for effective use of technology in teaching." Education and Information Technologies. 25 (3), pp. 1855-1873. https://doi.org/10.1007/s10639-019-10056-8
Numerical solution and stability analysis of a childhood-disease model with vaccination and relapse
Rabiu, Musa, Adeniji, Saidat Morenike and Jimoh, Folashade Mistura. 2020. "Numerical solution and stability analysis of a childhood-disease model with vaccination and relapse." Applied Mathematics E-Notes. 20, pp. 499-515.
Correction to: Teaching interrelated concepts of fraction for understanding and teacher’s pedagogical content knowledge
Getenet, Seyum and Callingham, Rosemary. 2020. "Correction to: Teaching interrelated concepts of fraction for understanding and teacher’s pedagogical content knowledge." Mathematics Education Research Journal. 32 (4), pp. 683-684. https://doi.org/10.1007/s13394-019-00282-1
Four things students with vision impairment want you (their teachers and friends)to know
Cain, Melissa and Fanshawe, Melissa. 2019. "Four things students with vision impairment want you (their teachers and friends)to know." The Conversation. 10 June 2019, pp. 1-5.
Using design-based research to bring partnership between researchers and practitioners
Getenet, Seyum. 2019. "Using design-based research to bring partnership between researchers and practitioners." Educational Research. 61 (4), pp. 482-494. https://doi.org/10.1080/00131881.2019.1677168
'Talk to Me!': Empowering students with a vision impairment through audio e-assessment feedback
Cain, Melissa and Fanshawe, Melissa. 2020. "'Talk to Me!': Empowering students with a vision impairment through audio e-assessment feedback." Dann, Christopher Ewart and O'Neill, Shirley (ed.) Technology-enhanced formative assessment practices in higher education. United States. IGI Global. pp. 1-19
Utilising instantaneous feedback to promote self-regulated learning in online higher education course: the case for digital badges
Fanshawe, Melissa, Delaney, Nicole and Powell, Alwyn. 2020. "Utilising instantaneous feedback to promote self-regulated learning in online higher education course: the case for digital badges." Dann, Christopher Ewart and O'Neill, Shirley (ed.) Technology-enhanced formative assessment practices in higher education. United States. IGI Global. pp. 41-59
Celebrating diversity: focus on inclusion
Abawi, Lindy, Fanshawe, Melissa, Gilbey, Kathryn, Andersen, Cecily and Rogers, Christina. 2019. "Celebrating diversity: focus on inclusion." Carter, Susan (ed.) Opening eyes onto inclusion and diversity. Toowoomba, Australia. University of Southern Queensland. pp. 41-91
The importance of Indigenous cultural perspectives in education (the danger of the single story)
Fanshawe, Melissa, Abawi, Lindy and Guy, Jillian. 2019. "The importance of Indigenous cultural perspectives in education (the danger of the single story)." Carter, Susan (ed.) Opening eyes onto inclusion and diversity. Toowoomba, Australia. University of Southern Queensland. pp. 289-318
Opening eyes to vision impairment: inclusion is just another way of seeing
Cain, Melissa and Fanshawe, Melissa. 2019. "Opening eyes to vision impairment: inclusion is just another way of seeing." Carter, Susan (ed.) Opening eyes onto inclusion and diversity. Toowoomba, Australia. University of Southern Queensland. pp. 239-288
The implications of monocular vision on orientation and mobility
Fanshawe, Melissa. 2015. "The implications of monocular vision on orientation and mobility." Journal of the South Pacific Educators in Vision Impairment. 8 (1), pp. 77-86.
Teaching interrelated concepts of fraction for understanding and teacher’s pedagogical content knowledge
Getenet, Seyum and Callingham, Rosemary. 2021. "Teaching interrelated concepts of fraction for understanding and teacher’s pedagogical content knowledge." Mathematics Education Research Journal. 33 (2), pp. 201-221. https://doi.org/10.1007/s13394-019-00275-0
The practice of using NAPLAN numeracy test results: a review of the literature
Getenet, Seyum and Fanshawe, Melissa. 2018. "The practice of using NAPLAN numeracy test results: a review of the literature." Hunter, Jodie, Darragh, Lisa and Perger, Pam (ed.) 41st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA41). Auckland, New Zealand 01 - 05 Jul 2018 Adelaide, Australia.
Teaching fractions for understanding: addressing interrelated concepts
Getenet, Seyum and Callingham, Rosemary. 2017. "Teaching fractions for understanding: addressing interrelated concepts." Downton, Ann, Livy, Sharyn and Hall, Jennifer (ed.) 40th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA40). Melbourne, Australia 02 - 06 Jul 2017 Adelaide, Australia.
Teenagers perceptions of teachers: a developmental argument
J-F, J- F, Swabey, Karen, Pullen, Darren, Getenet, Seyum and Dowden, Tony. 2018. "Teenagers perceptions of teachers: a developmental argument." Australian Journal of Teacher Education. 43 (2), pp. 26-38. https://doi.org/10.14221/ajte.2018v43n2.2
Design-based research in doctoral studies: adding a new dimension to doctoral research
Goff, Wendy and Getenet, Seyum. 2017. "Design-based research in doctoral studies: adding a new dimension to doctoral research." International Journal of Doctoral Studies. 12, pp. 107-121. https://doi.org/10.28945/3761
Towards 'operating within' the field: doctoral students' views of supervisors' discipline expertise
Gube, Jan, Getenet, Seyum, Satariyan, Adnan and Muhammad, Yaar. 2017. "Towards 'operating within' the field: doctoral students' views of supervisors' discipline expertise." International Journal of Doctoral Studies. 12, pp. 1-16. https://doi.org/10.28945/3641
Using dynamic software to teach mathematical concepts: the cases of GeoGebra and Microsoft Mathematics
Getenet, Seyum. 2018. "Using dynamic software to teach mathematical concepts: the cases of GeoGebra and Microsoft Mathematics." The Electronic Journal of Mathematics and Technology. 12 (1), pp. 209-229.
Effect of mastery learning approach on senior school students' academic performance and retention in Circle Geometry
Adeniji, Saidat Morenike, Ameen, Saka Khadijat, Dambatta, B. U. and Orilonise, Razak. 2018. "Effect of mastery learning approach on senior school students' academic performance and retention in Circle Geometry." International Journal of Instruction. 11 (4), pp. 951-962. https://doi.org/10.12973/iji.2018.11460a
Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge
Getenet, Seyum Tekeher, Beswick, Kim and Callingham, Rosemary. 2016. "Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge." Education and Information Technologies. 21 (1), pp. 19-34. https://doi.org/10.1007/s10639-013-9306-4
The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability
Dyment, Janet E., Davis, Julie M., Nailon, Diane, Emery, Sherridan, Getenet, Seyum, McCrea, Nadine and Hill, Allen. 2014. "The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability." Environmental Education Research. 20 (5), pp. 660-679. https://doi.org/10.1080/13504622.2013.833591
Perspectives on professional development in Australian education: some realities of Standards-based professional development
Getenet, Seyum, Trimble, Allison and Nailon, Diane. 2013. "Perspectives on professional development in Australian education: some realities of Standards-based professional development." International Journal of Innovative Interdisciplinary Research. 2 (2), pp. 34-48.
Mathematics teacher educators’ and pre-service teachers’ beliefs about the use of technology in teaching in an African university
Getenet, Seyum. 2013. "Mathematics teacher educators’ and pre-service teachers’ beliefs about the use of technology in teaching in an African university." International Journal of Innovative Interdisciplinary Research. 2 (2), pp. 9-20.
Exploring how adults who work with young children conceptualise sustainability and describe their practice initiatives
Hill, Allen, Emery, Sherridan, Nailon, Di, Dyment, Janet, Getenet, Seyum, McCrea, Nadine and Davis, Julie M.. 2014. "Exploring how adults who work with young children conceptualise sustainability and describe their practice initiatives." Australasian Journal of Early Childhood. 39 (3), pp. 14-22.
Measuring mathematics teacher educators' knowledge of technology integrated teaching: instrument development
Getenet, Seyum Tekeher and Beswick, Kim. 2013. "Measuring mathematics teacher educators' knowledge of technology integrated teaching: instrument development." Steinle, Vicki, Ball, Lynda and Bardini, Caroline (ed.) 36th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA36). Melbourne, Australia 07 - 11 Jul 2013 Australia.
Using ICT in teaching a specific mathematics concept: graphs of logarithmic functions
Getenet, Seyum Tekeher and Beswick, Kim. 2014. "Using ICT in teaching a specific mathematics concept: graphs of logarithmic functions." Oesterle, Susan, Liljedahl, Peter, Nicol, Cynthia and Allan, Darien (ed.) 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (PME 38/PME-NA 36). Vancouver, Canada 15 - 20 Jul 2014 Czech Republic.
Conceptualising technology integrated mathematics teaching: the STAMP knowledge framework
Getenet, Seyum Tekeher, Beswick, Kim and Callingham, Rosemary. 2015. "Conceptualising technology integrated mathematics teaching: the STAMP knowledge framework." 2015 Annual Conference for the Psychology of Mathematics Education Mathematics Education: Climbing Mountains, Building Bridges (PME 39):. Hobart, Australia 13 - 18 Jul 2015 Czech Republic.
Exploring supervisory support in an Australian university: perspectives of doctoral students in an education faculty
Satariyan, Adnan, Getenet, Seyum, Gube, Jan and Muhammad, Yaar. 2015. "Exploring supervisory support in an Australian university: perspectives of doctoral students in an education faculty." Journal of the Australia and New Zealand Student Services Association. 46, pp. 1-12.
School dropout and associations with anti-social behaviours: a Bhutanese study
Sonam, Gyamtsho, J-F, Dr., Getenet, Seyum and Swabey, Karen. 2015. "School dropout and associations with anti-social behaviours: a Bhutanese study." Bhutan Journal of Research and Development. 3 (2), pp. 1-12.
Linking Research and Practice: Educational Design Research
Getenet, Seyum Tekeher and Beswick, Kim. 2016. "Linking Research and Practice: Educational Design Research." Fan, Si and Fielding, Jill (ed.) What is Next in Educational Research?. Netherlands . Brill. pp. 29-40