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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 2012.02
上傳時間 30-六月-2014 18:06:00 (UTC+8)
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
dc.contributor 教育系en_US
dc.creator (作者) 邱美秀zh_TW
dc.creator (作者) Chiu, Mei-Shiuen_US
dc.date (日期) 2012.02en_US
dc.date.accessioned 30-六月-2014 18:06:00 (UTC+8)-
dc.date.available 30-六月-2014 18:06:00 (UTC+8)-
dc.date.issued (上傳時間) 30-六月-2014 18:06:00 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/67031-
dc.description.abstract (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.en_US
dc.format.extent 288600 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.relation (關聯) International Journal of Science and Mathematics Education, 10(1), 163-191en_US
dc.subject (關鍵詞) approaches to learning ; conceptions/beliefs of learning ; mathematics learningen_US
dc.title (題名) Identification and assessment of Taiwanese children’s conceptions of learning mathematicsen_US
dc.type (資料類型) articleen
dc.identifier.doi (DOI) 10.1007/s10763-011-9283-2en_US
dc.doi.uri (DOI) http://dx.doi.org/10.1007/s10763-011-9283-2en_US