Abstract
The purpose of this study was to explore the views of students enrolled at a small United States Midwestern community college toward learning mathematics, and to examine the relationship between student beliefs about mathematics learning and educational experiences with mathematics using Q methodology and open-ended response prompts. Schommer's (Journal of Educational Psychology, 82, 495-504, 1990) multidimensional theory of personal epistemology provided the structural framework for the development of 36 domain specific Q sort statements. Analysis of the data revealed three distinct but related views of learning mathematics which were labeled Active Learners, Skeptical Learners, and Confident Learners. Chi-square tests of independence revealed no significant differences based on gender. Additionally, there was no evidence for differences based on level of mathematics completed, age, or college hours accumulated. Student's previous experiences in instructional environments, however, were closely associated with beliefs. Results are discussed in view of the implications for establishing learning environments and considerations in implementing Standards-based curricula in higher education.
| Original language | English |
|---|---|
| Pages (from-to) | 289-306 |
| Number of pages | 18 |
| Journal | Educational Studies in Mathematics |
| Volume | 72 |
| Issue number | 3 |
| DOIs | |
| State | Published - 8 Apr 2009 |
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Keywords
- Community college
- Mathematics beliefs
- Mathematics instruction
- Personal epistemology
- Q methodology
Cite this
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Community college students' views on learning mathematics in terms of their epistemological beliefs : A Q method study. / Wheeler, Denna; Montgomery, Diane.
In: Educational Studies in Mathematics, Vol. 72, No. 3, 08.04.2009, p. 289-306.Research output: Contribution to journal › Article
TY - JOUR
T1 - Community college students' views on learning mathematics in terms of their epistemological beliefs
T2 - A Q method study
AU - Wheeler, Denna
AU - Montgomery, Diane
PY - 2009/4/8
Y1 - 2009/4/8
N2 - The purpose of this study was to explore the views of students enrolled at a small United States Midwestern community college toward learning mathematics, and to examine the relationship between student beliefs about mathematics learning and educational experiences with mathematics using Q methodology and open-ended response prompts. Schommer's (Journal of Educational Psychology, 82, 495-504, 1990) multidimensional theory of personal epistemology provided the structural framework for the development of 36 domain specific Q sort statements. Analysis of the data revealed three distinct but related views of learning mathematics which were labeled Active Learners, Skeptical Learners, and Confident Learners. Chi-square tests of independence revealed no significant differences based on gender. Additionally, there was no evidence for differences based on level of mathematics completed, age, or college hours accumulated. Student's previous experiences in instructional environments, however, were closely associated with beliefs. Results are discussed in view of the implications for establishing learning environments and considerations in implementing Standards-based curricula in higher education.
AB - The purpose of this study was to explore the views of students enrolled at a small United States Midwestern community college toward learning mathematics, and to examine the relationship between student beliefs about mathematics learning and educational experiences with mathematics using Q methodology and open-ended response prompts. Schommer's (Journal of Educational Psychology, 82, 495-504, 1990) multidimensional theory of personal epistemology provided the structural framework for the development of 36 domain specific Q sort statements. Analysis of the data revealed three distinct but related views of learning mathematics which were labeled Active Learners, Skeptical Learners, and Confident Learners. Chi-square tests of independence revealed no significant differences based on gender. Additionally, there was no evidence for differences based on level of mathematics completed, age, or college hours accumulated. Student's previous experiences in instructional environments, however, were closely associated with beliefs. Results are discussed in view of the implications for establishing learning environments and considerations in implementing Standards-based curricula in higher education.
KW - Community college
KW - Mathematics beliefs
KW - Mathematics instruction
KW - Personal epistemology
KW - Q methodology
UR - http://www.scopus.com/inward/record.url?scp=84893687387&partnerID=8YFLogxK
U2 - 10.1007/s10649-009-9192-2
DO - 10.1007/s10649-009-9192-2
M3 - Article
AN - SCOPUS:84893687387
VL - 72
SP - 289
EP - 306
JO - Educational Studies in Mathematics
JF - Educational Studies in Mathematics
SN - 0013-1954
IS - 3
ER -