Please use this identifier to cite or link to this item:

Title: Identification and assessment of Taiwanese children’s conceptions of learning mathematics
Authors: 邱美秀
Chiu, Mei-Shiu
Contributors: 教育系
Keywords: approaches to learning;conceptions/beliefs of learning;mathematics learning
Date: 2012.02
Issue Date: 2014-06-30 18:06:00 (UTC+8)
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.
Relation: International Journal of Science and Mathematics Education, 10(1), 163-191
Data Type: article
DOI 連結:
Appears in Collections:[教育學系] 期刊論文

Files in This Item:

File Description SizeFormat
163-191.pdf281KbAdobe PDF1220View/Open

All items in 學術集成 are protected by copyright, with all rights reserved.

社群 sharing