# IDENTIFICATION AND ASSESSMENT OF TAIWANESE CHILDREN’S CONCEPTIONS OF LEARNING MATHEMATICS

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## 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.

## Key words

approaches to learning conceptions/beliefs of learning mathematics learning## Preview

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