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| Field |
Value |
| 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: | http://dx.doi.org/10.1007/s10763-011-9283-2 |
| DCField |
Value |
Language |
| dc.contributor (Contributor) | 教育系 | en_US |
| dc.creator (Authors) | 邱美秀 | zh_TW |
| dc.creator (Authors) | Chiu, Mei-Shiu | en_US |
| dc.date (Date) | 2012.02 | en_US |
| dc.date.accessioned | 2014-06-30 18:06:00 (UTC+8) | - |
| dc.date.available | 2014-06-30 18:06:00 (UTC+8) | - |
| dc.date.issued (Issue Date) | 2014-06-30 18:06:00 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/67031 | - |
| dc.description.abstract (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 (Relation) | International Journal of Science and Mathematics Education, 10(1), 163-191 | en_US |
| dc.subject (Keywords) | approaches to learning ; conceptions/beliefs of learning ; mathematics learning | en_US |
| dc.title (Title) | Identification and assessment of Taiwanese children’s conceptions of learning mathematics | en_US |
| dc.type (Data Type) | article | en |
| dc.identifier.doi (DOI) | 10.1007/s10763-011-9283-2 | en_US |
| dc.doi.uri | http://dx.doi.org/10.1007/s10763-011-9283-2 | en_US |
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