ERG SES F 04, Parallel Session F 04
The study aims at throwing light on the nature and the contribution of systems of representations, and students‟ preferences, beliefs about the use of representations in the learning of mathematics. The participants will be second year senior secondary school student age 17 to 19 and Simultaneous Linear Equations in Two Variables as described in the school curriculum and textbook use for this level will be the focus.
A Representation Preference Test based on the curriculum and the textbooks use in the school will be administered to students. Furthermore insights into selected students/teachers responses and experiences will be gathered through task-based interviews. A Likert-type questionnaire will be use in measuring students ‟ beliefs about the use of different types of representations. Selected Students will be interviewed on which factors they will consider in selecting a particular representation in case they are to solve the given problems. To determine whether these representation variables worked together in forming a broader understanding of student‟s choice of specific method. Data will be analyzed using descriptive methods, regression methods, and factor analysis.The research will try specifically to address the following issues;
- Whether students have preferences for particular representations and the degree to which these preferences are related.
- The extent to which preferences for particular representations are affected by the availability of other representations.
- How students‟ self-efficacy beliefs about different representations affect their ability to use a multiple representations.
- Are students‟ beliefs about mathematics and mathematics learning correlated with their belief about and the preference for specific representation?
- How teachers‟ beliefs about different representations affect their ability to implement and encourage students to use a variety of representations in their problem solving
Kloosterman, P., & Cougan, M. C. (1994). Students' beliefs about learning school mathematics. The Elementary School Journal, 94(4), 375-388. Kloosterman, P., & Stage, F. K. (1992). Measuring beliefs about mathematical problem solving. School Science and Mathematics, 92(3), 109-115. Op‟t Eynde, P. & De Corte, E. (2003). Students’ mathematics-related belief systems : Design and analysis of a questionnaire. Paper presented at the 2003 Annual Meeting of the American Educational Research Association, April 21-25, Chicago. Op‟t Eynde, P., De Corte, E., & Verschaffel, L. (2002). Framing students' mathematics-related beliefs: A quest for conceptual clarity and a comprehensive categorization. In G.C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 13-37). Dordrecht, The Netherlands: Kluwer Academic Publishers. Op‟t Eynde, P., De Corte, E., & Verschaffel, L. (2004). Junior High Students‟ mathematics-related belied systems: Their internal structure and external relations. Paper presented in TSG 24 at ICME-10 Copenhagen, Denmark. Roesken, B., Hannula, M., &Pehkonen, E. (in print). Dimensions of students‟ view of themselves as learners of mathematics. Schoenfeld, A. H. (1983). Beyond the purely cognitive: Belief systems, social cognitions, and metacognitions as driving forces in intellectual performance. Cognitive Science, 7,329-363 Van Streun, A. (2000). Representations in applying functions. International Journal of Mathematical Education in Science and Technology, 31(5), 703-725. Vinner, S. (1989). The avoidance of visual considerations in calculus students. Focus on Learning Problems in Mathematics, 11,149-156.
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