The Experts below are selected from a list of 188322 Experts worldwide ranked by ideXlab platform
Shasha Zhang - One of the best experts on this subject based on the ideXlab platform.
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Junior Secondary School Students’ Conceptions of and Approaches to Learning Mathematics and Their Relationships in Mainland China
Sustainability, 2019Co-Authors: Xinrong Yang, Frederick Leung, Shasha ZhangAbstract:This study reports the findings of a study which investigated junior secondary school students’ conceptions of and approaches to Learning Mathematics and their relationships in Mainland China. Two questionnaires, conceptions of Learning Mathematics (COLM) and approaches to Learning Mathematics (ALM), were administered to 1590 students. Descriptive analysis results suggest that Chinese junior school students tend to hold (1) higher-level conceptions of Learning Mathematics rather than lower-level conceptions, and (2) deep approaches to Learning Mathematics with a rather mixed surface and deep motive in Learning Mathematics. Correlation and regression analysis results confirm a structural relationship between students’ conceptions of and approaches to Learning in the subject of Mathematics. Two factors of students’ lower-level conceptions of Learning Mathematics, “memorizing” and “testing”, were the strongest predictor for the surface approaches to Mathematics Learning, while students’ higher-level conceptions of Learning Mathematics, such as “applying” and “understanding and mathematical thinking”, had a noticeable effect on their deep approaches to Learning Mathematics. However, under the pressure of examination in Mainland China, “understanding and mathematical thinking” was also found to exert quite a strong influence on students’ “surface motive”.
Süleyman Nihat Şad - One of the best experts on this subject based on the ideXlab platform.
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High school students’ acceptance and use of mobile technology in Learning Mathematics
Education and Information Technologies, 2021Co-Authors: Kübra Açıkgül, Süleyman Nihat ŞadAbstract:The purpose of this research is to investigate factors affecting the acceptance and use of mobile technology in Learning Mathematics based on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model. The study group comprised of 1640 students attending different types of high schools and grade levels. The results of the study revealed both direct and indirect effects of exogenous variables on Behavioral Intention and Use Behavior in mobile technology acceptance of high school students in Learning Mathematics. It was also found that the theoretical model was confirmed adequately based on the regression coefficients, the significance of the regression coefficients, and the goodness of fit indices obtained from the SEM analysis. The strongest predictors of Behavioral Intention were Hedonic Motivation and Habit, respectively. Exogenous variables of the study together explained 76% of the variance in Behavioral Intention and 13% of the variance in Use Behavior.
Xinrong Yang - One of the best experts on this subject based on the ideXlab platform.
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Junior Secondary School Students’ Conceptions of and Approaches to Learning Mathematics and Their Relationships in Mainland China
Sustainability, 2019Co-Authors: Xinrong Yang, Frederick Leung, Shasha ZhangAbstract:This study reports the findings of a study which investigated junior secondary school students’ conceptions of and approaches to Learning Mathematics and their relationships in Mainland China. Two questionnaires, conceptions of Learning Mathematics (COLM) and approaches to Learning Mathematics (ALM), were administered to 1590 students. Descriptive analysis results suggest that Chinese junior school students tend to hold (1) higher-level conceptions of Learning Mathematics rather than lower-level conceptions, and (2) deep approaches to Learning Mathematics with a rather mixed surface and deep motive in Learning Mathematics. Correlation and regression analysis results confirm a structural relationship between students’ conceptions of and approaches to Learning in the subject of Mathematics. Two factors of students’ lower-level conceptions of Learning Mathematics, “memorizing” and “testing”, were the strongest predictor for the surface approaches to Mathematics Learning, while students’ higher-level conceptions of Learning Mathematics, such as “applying” and “understanding and mathematical thinking”, had a noticeable effect on their deep approaches to Learning Mathematics. However, under the pressure of examination in Mainland China, “understanding and mathematical thinking” was also found to exert quite a strong influence on students’ “surface motive”.
Andrew Waywood - One of the best experts on this subject based on the ideXlab platform.
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Journal Writing and Learning Mathematics.
for the learning of mathematics, 1992Co-Authors: Andrew WaywoodAbstract:There has been a keen interest amongst researchers for some time in the ways language and Learning Mathematics interact. For useful reviews see Austin and Howson [1979], Bell, Costello, and Kuchemann [1985], and Ellerton and Clements [1991]. Much of the discussion has centered on the relation of language to concept formation. Stemming from this theme of language and Mathematics there is a growing awareness of the importance of writing in Mathematics [Kennedy, 1985; Bell and Bell, 1985; Withers, 1989; Turner, 1989]. The majority of reported work on writing to learn Mathematics is focussed at a primary level. Exceptions to this focus are Bell and Bell [1985], Borasi and Rose [1989]. Bell and Bell [1985] is a study of the relation of writing to problem solving. They conclude their article with the following words:
Kübra Açıkgül - One of the best experts on this subject based on the ideXlab platform.
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High school students’ acceptance and use of mobile technology in Learning Mathematics
Education and Information Technologies, 2021Co-Authors: Kübra Açıkgül, Süleyman Nihat ŞadAbstract:The purpose of this research is to investigate factors affecting the acceptance and use of mobile technology in Learning Mathematics based on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model. The study group comprised of 1640 students attending different types of high schools and grade levels. The results of the study revealed both direct and indirect effects of exogenous variables on Behavioral Intention and Use Behavior in mobile technology acceptance of high school students in Learning Mathematics. It was also found that the theoretical model was confirmed adequately based on the regression coefficients, the significance of the regression coefficients, and the goodness of fit indices obtained from the SEM analysis. The strongest predictors of Behavioral Intention were Hedonic Motivation and Habit, respectively. Exogenous variables of the study together explained 76% of the variance in Behavioral Intention and 13% of the variance in Use Behavior.
