5.3.31 |
5t" |
τ~ |
Pupils feel secure when they feel able to deal with mathematics |
5.3.32 |
ɪ- |
T- |
Pupils feel secure when they feel involved in mathematics classes |
5.3.33 |
8th |
ɪ- |
Doing work alone makes me feel secure, rather than relying on others. |
5.3.34 |
8th |
τ |
Pupils are interested in challenging new things. This is also the case |
5.3.35 |
8th |
^P~ |
I feel secure in learning mathematics through using a computer, |
5.3.36 |
8th |
ψ^~ |
I feel secure in learning mathematics with this method, because it is |
5.3.37 |
8th |
-p- |
I sometimes get nervous when I listen to my teacher’s explanation. But |
5.3.38 |
8th |
^p" |
I feel secure in individual sessions, because I can concentrate on my |
5.3.39 |
8th |
~P~ |
1 feel secure in learning mathematics with the methods which I am |
5.3.40 |
8th |
^p~ |
I feel secure in learning mathematics with these methods, because I |
5.3.41 |
^5*r^ |
T~ |
Practical work can promote pupils’ interest and autonomy in learning |
5.3.42 |
~5*fγ~ |
Adopting discussions and individualised teaching methods in | |
5.3.43 |
8th |
~p~ |
1 can deepen my understanding of the curriculum through doing |
5.4.1 |
~5w~ |
__ |
Pupils can have a sense of progress in individual sessions, because |
5.4.2 |
8th |
-T- |
Wide individual differences exist in pupils’ current attainment in the |
5.4.3 |
8th |
^p~ |
I can learn mathematics at my own pace in individual sessions, so I |
5.4.4 |
8th |
-p— |
I feel progress when I learn mathematics individually, because I can |
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