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ERIC Number: EJ1087904
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
ISSN: EISSN-2331-186X
Student Constructs of Mathematical Problems: Problem Types, Achievement and Gender
Chiu, Mei-Shiu; Yeh, Huei-Ming; Whitebread, David
Cogent Education, v1 n1 Article 961252 2014
This study aims to understand students' constructs regarding mathematical problems. Fifty-one Taiwanese primary students' constructs are elicited using interviews with the repertory grid technique based on their responses to creative and non-creative problems. The results of qualitative data analysis show that students' initial constructs can be categorized into three cognitive constructs (perception, strategy, and goal, each with deep and surface orientation constructs) and one affective construct. The results of correlation analysis reveal that deep strategy for both creative and non-creative problems and affect for creative problems are related to mathematics achievement. The results of multivariate analysis of variance (MANOVA) reveal that students have fewer surface strategies and more surface goals for creative problems than those for non-creative problems. No significant gender differences or interaction effects between problem types and genders occur for either construct. The results reveal implications for teachers in the development of effective pedagogy for teaching different types of mathematical problems.
Cogent OA. Available from: Taylor & Francis Group. 284 Park Square Milton Park, Abingdon, Oxfordshire, OX14 4RN, UK. Tel: +44-20-7017-6000; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Primary Education; Early Childhood Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A