Development of Understanding and Self-Confidence in Mathematics; Grades 5-8 [Konferenzbericht] 28th, Bergen, Norway, July 14-18, 2004.

Autor/inn/en	Hannula, Markku S.; Maijala, Hanna; Pehkonen, Erkki
Titel	Development of Understanding and Self-Confidence in Mathematics; Grades 5-8 [Konferenzbericht] 28th, Bergen, Norway, July 14-18, 2004.
Quelle	(2004), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Self Esteem; Comprehension; Mathematics Education; Mathematical Concepts; Student Attitudes; Longitudinal Studies; Grade 5; Grade 7; Grade 8; Grade 6; Age Differences; Gender Differences; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Self-esteem; Selbstaufmerksamkeit; Verstehen; Verständnis; Mathematische Bildung; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 06; 6. Schuljahr; Schuljahr 06; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Ausland; Finnland
Abstract	This paper presents some preliminary results of the longitudinal aspect of a research project on self-confidence and understanding in mathematics. We have collected a survey data of 3057 fifth-graders and seventh-graders and a follow-up data of ten classes (191 pupils) one and a half years later. The longitudinal data indicates that the learning of mathematics is influenced by a pupil's mathematics-related beliefs, especially self-confidence. Pupils' level of understanding fractions also influences their developing understanding of infinity. These relationships between different variables depend also on pupils' gender and age. [For complete proceedings, see: ED489538.] (Author).
Anmerkungen	International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site: http://igpme.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10