The Mathematics Learning Attributes Valued by Students in Eastern China

Autor/inn/en	Tang, Hengjun; Seah, Wee Tiong; Zhang, Qiaoping; Zhang, Weizhong
Titel	The Mathematics Learning Attributes Valued by Students in Eastern China
Quelle	In: ECNU Review of Education, 4 (2021) 2, S.261-284 (24 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
DOI	10.1177/2096531120930240
Schlagwörter	Factor Structure; Mathematics Education; Student Attitudes; High School Students; Junior High School Students; Elementary School Students; Foreign Countries; Factor Analysis; Values; Classification; Memorization; Concept Formation; Learning Processes; Teaching Methods; Cultural Influences; Reliability; Item Analysis; Mastery Learning; Measures (Individuals); Instructional Program Divisions; Attitude Change; China + Suchen Sie Ihr Suchwort? Faktorenstruktur; Mathematische Bildung; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Junior High Schools; Sekundarstufe I; Ausland; Faktorenanalyse; Wertbegriff; Classification system; Klassifikation; Klassifikationssystem; Gedächtnistraining; Concept learning; Begriffsbildung; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural influence; Kultureinfluss; Reliabilität; Itemanalyse; Messdaten; Attitudinal change; Einstellungsänderung
Abstract	Purpose: Given that prior research has confirmed that students' mathematics values significantly affect their mathematics learning, understanding how students' values form and change, especially during different learning stages, is an important topic. Design/Approach/Methods: This study administered a questionnaire to investigate the values of primary, junior high, and senior high school students in Eastern China. A principal component analysis was conducted to investigate the factor structure of the students' learning values. Then, paired sample t-tests were used to examine the differences in the two continuous categories ranking of each group, and a one-way analysis of variance with a Brown-Forsythe test was used to test the differences in the ranking of each dimension by the different grade-level groups. Findings: We found that students' mathematics learning values consist of seven elements: culture, memorization, technology, objectism, practice, understanding, and control. Students placed different degrees of importance on these seven elements at different learning stages. Additionally, we found that junior high school is a critical period of change in students' values. Originality/Value: These findings will be invaluable to teachers and educators as they reflect on their teaching approaches. Moreover, the findings that students' values undergo changes in the course of their schooling are important information for educators seeking to foster students' learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01