Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14426
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dc.contributor.authorWong, Khoon Yoong-
dc.contributor.authorChen, Qian-
dc.date.accessioned2013-11-06T08:28:04Z-
dc.date.available2013-11-06T08:28:04Z-
dc.date.issued2012-
dc.identifier.citationWong, K. Y., & Chen, Q. (2012). Nature of an attitudes toward learning mathematics questionnaire. In D. Jaguthsing, P. C. Lu., S. F. Ng (Eds), Mathematics education : Expanding horizons: Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 793-800). Adelaide : Mathematics Education Research Group of Australasia.-
dc.identifier.isbn9789810725273-
dc.identifier.urihttp://hdl.handle.net/10497/14426-
dc.descriptionThis paper was published in the Mathematics education : Expanding horizons: Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia, held in Singapore from 2 – 6 Jul 2012-
dc.description.abstractStudents’ attitudes toward mathematics and its learning have been subject to numerous studies in the past six decades. These studies treat such attitudes as both desirable learning outcomes and correlates of mathematics achievement. Many Likert-type attitude scales have been devised to measure significant constructs underlying mathematics-related attitudes, such as confidence, anxiety, and utility of mathematics. The psychometric properties of these attitude scales may be culture and age dependent. As part of a research project called Singapore Mathematics Assessment and Pedagogy Project (SMAPP), an effort was made to devise and validate an attitude toward learning mathematics scale that can be used with lower secondary school students in Singapore. This paper explains the use of exploratory and confirmatory factor analyses to reduce an initial 57-item questionnaire to one with 24 items that cover these six dimensions: Checking solutions, Confidence, Enjoyment, Use of IT in mathematics learning, Multiple solutions, and Usefulness of mathematics. The data comprise responses from about 890 Secondary 1 (Grade 7) students in 2010, who took the 57-item questionnaire, and another 850 students who took the 24-item questionnaire in 2011. The nature of the final questionnaire is discussed. This effort contributes to the continual effort to devise validated attitude scales that are suitable for different cultures and student groups.en
dc.description.urihttp://www.merga.net.au/node/38?year=2012-
dc.language.isoenen
dc.rightsCopyright protected. Permission to publish required.-
dc.titleNature of an attitudes toward learning mathematics questionnaireen
dc.typeConference Paperen
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextWith file-
item.languageiso639-1en-
item.openairetypeConference Paper-
item.grantfulltextOpen-
item.cerifentitytypePublications-
Appears in Collections:Conference Papers
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