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University students' conceptions of first-year mathematics.

H M Alkhateeb1

  • 1Department of Mathematics and Computer Science, University of Indianapolis, Indianapolis, IN 46227, USA. halkhateeb@uindy.edu

Psychological Reports
|December 4, 2001
PubMed
Summary

First-year university students hold either fragmented or cohesive conceptions of mathematics. This study found their views comparable to previous research, with reliable scale measurements.

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Area of Science:

  • Educational Psychology
  • Mathematics Education

Background:

  • Student conceptions of mathematics significantly influence learning and engagement.
  • Understanding these conceptions is crucial for developing effective pedagogical strategies.

Purpose of the Study:

  • To assess the conceptions of mathematics among first-year university students.
  • To examine the reliability and factor structure of the Crawford, Gordon, Nicholas, and Prosser Conceptions of Mathematics scale in a new cohort.

Main Methods:

  • The 1998 Crawford, Gordon, Nicholas, and Prosser Conceptions of Mathematics scale was administered to 156 first-year university students.
  • Internal consistency reliability was estimated using Cronbach's alpha.
  • Factor analysis was employed to examine the underlying factor structure.

Main Results:

  • The scale demonstrated good internal consistency, with Cronbach's alpha of .80 for the fragmented scale and .87 for the cohesive scale.
  • Factor analysis confirmed two distinct factors: fragmented and cohesive conceptions of mathematics.
  • Student conceptions were found to be comparable to those reported in the original study.

Conclusions:

  • The findings support the validity and reliability of the Conceptions of Mathematics scale for assessing student views.
  • University students' mathematical conceptions in this cohort align with previous research findings.
  • The study underscores the consistency of fragmented and cohesive mathematical beliefs across different student populations.

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