Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/67031
DC Field | Value | Language |
---|---|---|
dc.contributor | 教育系 | en_US |
dc.creator | 邱美秀 | zh_TW |
dc.creator | Chiu, Mei-Shiu | en_US |
dc.date | 2012.02 | en_US |
dc.date.accessioned | 2014-06-30T10:06:00Z | - |
dc.date.available | 2014-06-30T10:06:00Z | - |
dc.date.issued | 2014-06-30T10:06:00Z | - |
dc.identifier.uri | http://nccur.lib.nccu.edu.tw/handle/140.119/67031 | - |
dc.description.abstract | 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. | en_US |
dc.format.extent | 288600 bytes | - |
dc.format.mimetype | application/pdf | - |
dc.language.iso | en_US | - |
dc.relation | International Journal of Science and Mathematics Education, 10(1), 163-191 | en_US |
dc.subject | approaches to learning ; conceptions/beliefs of learning ; mathematics learning | en_US |
dc.title | Identification and assessment of Taiwanese children’s conceptions of learning mathematics | en_US |
dc.type | article | en |
dc.identifier.doi | 10.1007/s10763-011-9283-2 | en_US |
dc.doi.uri | http://dx.doi.org/10.1007/s10763-011-9283-2 | en_US |
item.openairetype | article | - |
item.fulltext | With Fulltext | - |
item.cerifentitytype | Publications | - |
item.grantfulltext | restricted | - |
item.languageiso639-1 | en_US | - |
item.openairecristype | http://purl.org/coar/resource_type/c_18cf | - |
Appears in Collections: | 期刊論文 |
Files in This Item:
File | Description | Size | Format | |
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163-191.pdf | 281.84 kB | Adobe PDF2 | View/Open |
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