Research in Mathematical Education (한국수학교육학회지시리즈D:수학교육연구)

Korean Society of Mathematical Education (한국수학교육학회)
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Changing Students' Conceptions of Mathematics through the Introduction of Variation

  • Wong, Ngai-Ying (Department of Curriculum and Instruction, Chinese University of Hong Kong) ;
  • Kong, Chit-Kwong (Hong Kong Institute of Educational Research, Chinese University of Hong Kong) ;
  • Lam, Chi-Chung (Department of Curriculum and Instruction, Hong Kong Institute of Education) ;
  • Wong, Ka-Ming Patrick (Faculty of Engineering Technologies, North Glasgow College)
  • Received : 2010.08.02
  • Accepted : 2010.12.20
  • Published : 2010.12.31
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Abstract

Some 400 Secondary One (i.e. seventh-grade) students from 10 schools were provided with non-routine mathematical problems in their normal mathematics classes as exercises for one academic year. Their attitudes toward mathematics, their conceptions of mathematics and their problem-solving performance were measured both in the beginning and at the end of the year. Hierarchical regression analyses revealed that the introduction of an appropriate dose of non-routine problems would generate some effects on the students' conceptions of mathematics. A medium dose of non-routine problems (as reported by the teachers) would result in a change of the students' conception of mathematics to perceiving mathematics as less of "a subject of calculables." On the other hand, a high dose would lead students to perceive mathematics as more useful and more as a discipline involving thinking. However, with a low dose of non-routine problems, students found mathematics more "friendly" (free from fear). It is therefore proposed that the use of non-routine mathematical problems to an appropriate extent can induce changes in students' "lived space" of mathematics learning and broaden their conceptions of mathematics and mathematics learning.

Keywords

References

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