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題名 Student constructs of mathematical problems: Problem types, achievement and gender
作者 邱美秀
Chiu, M.-S.;Yeh, H.-M.;Whitebread, D.
貢獻者 教育系
關鍵詞 mathematics learning;personal constructs;problem types;repertory grid technique
日期 2014-09
上傳時間 24-十一月-2014 14:26:52 (UTC+8)
摘要 This study aims to understand students’ constructs regarding mathematical problems. Fifty-one Taiwanese primary students’ constructs are elicited using interviews with the repertory grid technique based on their responses to creative and non-creative problems. The results of qualitative data analysis show that students’ initial constructs can be categorized into three cognitive constructs (perception, strategy, and goal, each with deep and surface orientation constructs) and one affective construct. The results of correlation analysis reveal that deep strategy for both creative and non-creative problems and affect for creative problems are related to mathematics achievement. The results of multivariate analysis of variance reveal that students have fewer surface strategies and more surface goals for creative problems than those for non-creative problems. No significant gender differences or interaction effects between problem types and genders occur for either construct. The results reveal implications for teachers in the development of effective pedagogy for teaching different types of mathematical problems.
關聯 Cogent Education, 1, 961252
資料類型 article
DOI http://dx.doi.org/10.1080/2331186X.2014.961252
dc.contributor 教育系en_US
dc.creator (作者) 邱美秀zh_TW
dc.creator (作者) Chiu, M.-S.;Yeh, H.-M.;Whitebread, D.en_US
dc.date (日期) 2014-09en_US
dc.date.accessioned 24-十一月-2014 14:26:52 (UTC+8)-
dc.date.available 24-十一月-2014 14:26:52 (UTC+8)-
dc.date.issued (上傳時間) 24-十一月-2014 14:26:52 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/71622-
dc.description.abstract (摘要) This study aims to understand students’ constructs regarding mathematical problems. Fifty-one Taiwanese primary students’ constructs are elicited using interviews with the repertory grid technique based on their responses to creative and non-creative problems. The results of qualitative data analysis show that students’ initial constructs can be categorized into three cognitive constructs (perception, strategy, and goal, each with deep and surface orientation constructs) and one affective construct. The results of correlation analysis reveal that deep strategy for both creative and non-creative problems and affect for creative problems are related to mathematics achievement. The results of multivariate analysis of variance reveal that students have fewer surface strategies and more surface goals for creative problems than those for non-creative problems. No significant gender differences or interaction effects between problem types and genders occur for either construct. The results reveal implications for teachers in the development of effective pedagogy for teaching different types of mathematical problems.en_US
dc.format.extent 583559 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.relation (關聯) Cogent Education, 1, 961252en_US
dc.subject (關鍵詞) mathematics learning;personal constructs;problem types;repertory grid techniqueen_US
dc.title (題名) Student constructs of mathematical problems: Problem types, achievement and genderen_US
dc.type (資料類型) articleen
dc.identifier.doi (DOI) 10.1080/2331186X.2014.961252-
dc.doi.uri (DOI) http://dx.doi.org/10.1080/2331186X.2014.961252-