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Article: Junior Secondary School Students’ Conceptions of and Approaches to Learning Mathematics and Their Relationships in Mainland China
Title | Junior Secondary School Students’ Conceptions of and Approaches to Learning Mathematics and Their Relationships in Mainland China |
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Authors | |
Keywords | Approaches to learning Conceptions of learning Junior secondary school Mathematics learning |
Issue Date | 2019 |
Publisher | MDPI. The Journal's web site is located at http://www.mdpi.com/journal/sustainability |
Citation | Sustainability, 2019, v. 11 n. 9, article no. 2476 How to Cite? |
Abstract | This study reports the findings of a study which investigated junior secondary school students’ conceptions of and approaches to learning mathematics and their relationships in Mainland China. Two questionnaires, conceptions of learning mathematics (COLM) and approaches to learning mathematics (ALM), were administered to 1590 students. Descriptive analysis results suggest that Chinese junior school students tend to hold (1) higher-level conceptions of learning mathematics rather than lower-level conceptions, and (2) deep approaches to learning mathematics with a rather mixed surface and deep motive in learning mathematics. Correlation and regression analysis results confirm a structural relationship between students’ conceptions of and approaches to learning in the subject of mathematics. Two factors of students’ lower-level conceptions of learning mathematics, “memorizing” and “testing”, were the strongest predictor for the surface approaches to mathematics learning, while students’ higher-level conceptions of learning mathematics, such as “applying” and “understanding and mathematical thinking”, had a noticeable effect on their deep approaches to learning mathematics. However, under the pressure of examination in Mainland China, “understanding and mathematical thinking” was also found to exert quite a strong influence on students’ “surface motive”. |
Persistent Identifier | http://hdl.handle.net/10722/272370 |
ISSN | 2023 Impact Factor: 3.3 2023 SCImago Journal Rankings: 0.672 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Yang, X | - |
dc.contributor.author | Leung, F | - |
dc.contributor.author | Zhang, S | - |
dc.date.accessioned | 2019-07-20T10:40:58Z | - |
dc.date.available | 2019-07-20T10:40:58Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Sustainability, 2019, v. 11 n. 9, article no. 2476 | - |
dc.identifier.issn | 2071-1050 | - |
dc.identifier.uri | http://hdl.handle.net/10722/272370 | - |
dc.description.abstract | This study reports the findings of a study which investigated junior secondary school students’ conceptions of and approaches to learning mathematics and their relationships in Mainland China. Two questionnaires, conceptions of learning mathematics (COLM) and approaches to learning mathematics (ALM), were administered to 1590 students. Descriptive analysis results suggest that Chinese junior school students tend to hold (1) higher-level conceptions of learning mathematics rather than lower-level conceptions, and (2) deep approaches to learning mathematics with a rather mixed surface and deep motive in learning mathematics. Correlation and regression analysis results confirm a structural relationship between students’ conceptions of and approaches to learning in the subject of mathematics. Two factors of students’ lower-level conceptions of learning mathematics, “memorizing” and “testing”, were the strongest predictor for the surface approaches to mathematics learning, while students’ higher-level conceptions of learning mathematics, such as “applying” and “understanding and mathematical thinking”, had a noticeable effect on their deep approaches to learning mathematics. However, under the pressure of examination in Mainland China, “understanding and mathematical thinking” was also found to exert quite a strong influence on students’ “surface motive”. | - |
dc.language | eng | - |
dc.publisher | MDPI. The Journal's web site is located at http://www.mdpi.com/journal/sustainability | - |
dc.relation.ispartof | Sustainability | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | Approaches to learning | - |
dc.subject | Conceptions of learning | - |
dc.subject | Junior secondary school | - |
dc.subject | Mathematics learning | - |
dc.title | Junior Secondary School Students’ Conceptions of and Approaches to Learning Mathematics and Their Relationships in Mainland China | - |
dc.type | Article | - |
dc.identifier.email | Leung, F: frederickleung@hku.hk | - |
dc.identifier.authority | Leung, F=rp00924 | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.3390/su11092476 | - |
dc.identifier.scopus | eid_2-s2.0-85066958196 | - |
dc.identifier.hkuros | 298684 | - |
dc.identifier.volume | 11 | - |
dc.identifier.issue | 9 | - |
dc.identifier.spage | article no. 2476 | - |
dc.identifier.epage | article no. 2476 | - |
dc.identifier.isi | WOS:000469518700024 | - |
dc.publisher.place | Basel, Switzerland | - |
dc.identifier.issnl | 2071-1050 | - |