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University students' conceptions of first-year mathematics
1Department of Mathematics and Computer Science, University of Indianapolis, Indianapolis, IN 46227, USA. halkhateeb@uindy.edu
Psychological Reports
|December 4, 2001
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.
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.