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https://ah.lib.nccu.edu.tw/handle/140.119/67031
題名: | Identification and assessment of Taiwanese children’s conceptions of learning mathematics | 作者: | 邱美秀 Chiu, Mei-Shiu |
貢獻者: | 教育系 | 關鍵詞: | approaches to learning ; conceptions/beliefs of learning ; mathematics learning | 日期: | 2012 | 上傳時間: | 30-Jun-2014 | 摘要: | The aim of the present study was to identify children’s conceptions of learning mathematics and to assess the identified conceptions. Children’s conceptions are identified by interviewing 73 grade 5 students in Taiwan. The interviews are analyzed using qualitative data analysis methods, which results in a structure of 5 major conceptions, each having 2 subconceptions: constructivist (interest and understanding), interpretivist (liberty and innovation), objectivist (academic goal and perseverance), nativist (confidence and anxiety (reverse)), and pragmatist (vocational goal and application). The conceptions are assessed with a self-developed questionnaire, titled “the Conception of Learning Mathematics Questionnaire” (CLMQ), which is administered to 513 grade 5 students in Taiwan and examined with a reliability measure, confirmatory factor analysis, and correlations with 2 criteria: mathematics achievement and approaches to learning mathematics. The results show that the CLMQ has desirable internal consistency reliability and construct validity. The conceptions are also sensibly in relation to the 2 criteria, suggesting that the CLMQ is a valid measure for evaluating the quality of children’s learning mathematics in relation to teaching contexts. | 關聯: | International Journal of Science and Mathematics Education, 10(1), 163-191 | 資料類型: | article | DOI: | http://dx.doi.org/10.1007/s10763-011-9283-2 |
Appears in Collections: | 期刊論文 |
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