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Article: Architectures of Mathematics Beliefs: Individual and School-level Differences among Hong Kong Primary 6 Students

TitleArchitectures of Mathematics Beliefs: Individual and School-level Differences among Hong Kong Primary 6 Students
Authors
KeywordsMathematics beliefs
Knowledge structure
Mathematics education
Issue Date2005
PublisherHong Kong Educational Research Association (香港敎育硏究學會). The Journal's web site is located at http://hkier.fed.cuhk.edu.hk/journal/?page_id=285
Citation
Educational Research Journal, 2005, v. 20 n. 1, p. 27-55 How to Cite?
敎育硏究學報, 2005, v. 20 n. 1, p. 27-55 How to Cite?
AbstractStudents’ beliefs influence their learning, so teachers can help students learn by cultivating constructive beliefs and amending harmful ones. Teacher influence is likely greater if student beliefs are loosely structured but weaker if student beliefs are coherent and tightly structured. We examined the structure of students’ beliefs by analyzing the questionnaire responses of 2,736 Hong Kong Primary 6 students. Students’ mathematics beliefs about formulas, learning by understanding, usefulness, easiness, and interest showed a strong and stable nested structure. This nested structure included a general factor and specific factors for formula, usefulness, easiness and interest. Individual differences accounted for most of the variation among student beliefs (on average, 92% at the student level and 8% at the school level). Several of these beliefs correlated with gender, tutoring, and time spent doing mathematics homework.
Persistent Identifierhttp://hdl.handle.net/10722/85066
ISSN

 

DC FieldValueLanguage
dc.contributor.authorChiu, M.M-
dc.contributor.authorWong, N.Y-
dc.contributor.authorLam, C.C-
dc.contributor.authorWong, KMP-
dc.contributor.authorLeung, FKS-
dc.contributor.authorMok, IAC-
dc.date.accessioned2010-09-06T09:00:28Z-
dc.date.available2010-09-06T09:00:28Z-
dc.date.issued2005-
dc.identifier.citationEducational Research Journal, 2005, v. 20 n. 1, p. 27-55-
dc.identifier.citation敎育硏究學報, 2005, v. 20 n. 1, p. 27-55-
dc.identifier.issn1560-8263-
dc.identifier.urihttp://hdl.handle.net/10722/85066-
dc.description.abstractStudents’ beliefs influence their learning, so teachers can help students learn by cultivating constructive beliefs and amending harmful ones. Teacher influence is likely greater if student beliefs are loosely structured but weaker if student beliefs are coherent and tightly structured. We examined the structure of students’ beliefs by analyzing the questionnaire responses of 2,736 Hong Kong Primary 6 students. Students’ mathematics beliefs about formulas, learning by understanding, usefulness, easiness, and interest showed a strong and stable nested structure. This nested structure included a general factor and specific factors for formula, usefulness, easiness and interest. Individual differences accounted for most of the variation among student beliefs (on average, 92% at the student level and 8% at the school level). Several of these beliefs correlated with gender, tutoring, and time spent doing mathematics homework.-
dc.languageeng-
dc.publisherHong Kong Educational Research Association (香港敎育硏究學會). The Journal's web site is located at http://hkier.fed.cuhk.edu.hk/journal/?page_id=285-
dc.relation.ispartofEducational Research Journal-
dc.relation.ispartof敎育硏究學報-
dc.subjectMathematics beliefs-
dc.subjectKnowledge structure-
dc.subjectMathematics education-
dc.titleArchitectures of Mathematics Beliefs: Individual and School-level Differences among Hong Kong Primary 6 Students-
dc.typeArticle-
dc.identifier.emailLeung, FKS: frederickleung@hku.hk-
dc.identifier.emailMok, IAC: iacmok@hkucc.hku.hk-
dc.identifier.authorityMok, IAC=rp00939-
dc.description.naturelink_to_OA_fulltext-
dc.identifier.hkuros101784-
dc.identifier.volume20-
dc.identifier.issue1-
dc.identifier.spage27-
dc.identifier.epage55-
dc.publisher.placeHong Kong (香港)-

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