Mathematics is at the heart of many successful careers and successful lives for societal development, particularly in the extraordinary and accelerating change circumstances. However, in reality, most people in general and students in particular dislike mathematics. Mathematics has a public image of being a difficult subject, accessible only to the few. Learners who do well in mathematics are typically stereotyped as “bores”. It is seen as a dry and boring subject. The negative conceptions of mathematics have a major impact on students’ achievement, enrolment in higher education and their future career decisions (Sam, 1999). Generally, students’ views of mathematics are developed based on their school learning experiences (Schoenfeld, 1989;*…show more content…*

For example, a conceptions of mathematics questionnaire (Mji & Klass, 2001) found a cohesive-fragmented divide. Crawford and others (1994, 1998a) used a phenomenographic approach to qualitatively investigate student conceptions of mathematics in higher education. Crawford and colleagues found a clear divide between cohesive and fragmented conceptions. They extracted items reflecting cohesive and fragmented conceptions and developed scale measures for these conceptions (Crawford, Gordon, Nicholas & Prosser, 1998b). Mathematics may be categorised as fragmented and cohesive. Fragmented conceptions are those in which the subject matter is perceived as consisting of numbers, rules and formulae. In these descriptions, students focus on parts of mathematics rather than the whole subject. Besides, students holding fragmented conceptions relied more on algorithms to solve problems. Cohesive conceptions, on the other hand, are about describing mathematics as a complex logical system that is used to understand real-life contexts and situations related to the subject. In cohesive conceptions, the subject matter is perceived as a logical system that provides insight into the complexities of everyday situations. Crawford et al. (1998) indicate that (1) fragmented conceptions are associated with learning where the attention and activities centre on reproducing knowledge and (2) cohesive conceptions are associated with learning in which a more global and personal perspective is adopted in an attempt to construct one’s own understanding. It is evident from these explanations that students who hold cohesive conceptions are expected to succeed in situations where higher order learning skills and good outcomes are encouraged. This suggests that it is important to encourage cohesive

For example, a conceptions of mathematics questionnaire (Mji & Klass, 2001) found a cohesive-fragmented divide. Crawford and others (1994, 1998a) used a phenomenographic approach to qualitatively investigate student conceptions of mathematics in higher education. Crawford and colleagues found a clear divide between cohesive and fragmented conceptions. They extracted items reflecting cohesive and fragmented conceptions and developed scale measures for these conceptions (Crawford, Gordon, Nicholas & Prosser, 1998b). Mathematics may be categorised as fragmented and cohesive. Fragmented conceptions are those in which the subject matter is perceived as consisting of numbers, rules and formulae. In these descriptions, students focus on parts of mathematics rather than the whole subject. Besides, students holding fragmented conceptions relied more on algorithms to solve problems. Cohesive conceptions, on the other hand, are about describing mathematics as a complex logical system that is used to understand real-life contexts and situations related to the subject. In cohesive conceptions, the subject matter is perceived as a logical system that provides insight into the complexities of everyday situations. Crawford et al. (1998) indicate that (1) fragmented conceptions are associated with learning where the attention and activities centre on reproducing knowledge and (2) cohesive conceptions are associated with learning in which a more global and personal perspective is adopted in an attempt to construct one’s own understanding. It is evident from these explanations that students who hold cohesive conceptions are expected to succeed in situations where higher order learning skills and good outcomes are encouraged. This suggests that it is important to encourage cohesive

Related

- Powerful Essays
## Math Autobiography: My Experience To Teaching Mathematics

- 1195 Words
- 5 Pages

Malcom X and I shared the same sentiments when he said, ‘I’m sorry to say that the subject I most disliked was Mathematics. I have thought about it. I think the reason was that Mathematics leaves no room for argument. If you made a mistake that was all there is to it.’

- 1195 Words
- 5 Pages

Powerful Essays - Good Essays
## Elements Of Deductive Reasoning

- 1173 Words
- 5 Pages

The ability to draw a conclusions from the statement is a thought process that empowers its knowledge to produce an ideas. The students' reasoning ability can also be seen from their ability to examine the validity of an argument, the ability that requires the student to be able to investigate the truth of an existing statement. The ability to find patterns or traits of mathematical phenomena is needed to make generalizations. In addition, reasoning ability is also required to measure its ability to find patterns or ways of a statement so as to develop it into a mathematical sentence.

- 1173 Words
- 5 Pages

Good Essays - Good Essays
## Unit 8 Numeracy Test

- 686 Words
- 3 Pages

Firstly, the questions in the numeracy test rely heavily on the student’s prior experiences in mathematics. So, instead of testing the mathematical understanding of the student, it tests how well the student has been taught mathematics. This became apparent to me when I was completing the test, because I found the questions that I had previously been exposed to at school a lot easier to answer. In comparison, I found the questions that I had never come across a lot more difficult, even if the actual mathematics involved was at a similar complexity level. This notion reduces the validity of NAPLAN due to the fact that it assesses how well the students have been directly taught for the test, rather than the mathematical ability of the students.

- 686 Words
- 3 Pages

Good Essays - Powerful Essays
## David Roye Math Anxiety Analysis

- 2309 Words
- 10 Pages

In “Math Anxiety: A Comparison of Social Work and Non-Social Work Students,” David Royse researches how social work students’ bad experiences with math bode poorly for the preparation for their field, which often involves taking statistics courses. He does some interesting background research into the history of mathematics anxiety, making the claim that “math anxiety is thought to be acquired rather than inherited” (Royse 271). Royse argues that social work students need a certain level of quantitative analysis skills, but many are incapable of overcoming their math anxiety in order to reach the minimum mathematics requirement for social work. Statistics for social workers is important so that they “can use research as a tool to improve their practice and to build knowledge for the profession” (Royse 271), but it is increasingly difficult to develop these skills when “most social work majors had not completed a college algebra class” (Royse 271). Since math anxiety is not an inherent trait, any acquired math anxiety can be reversed with better teaching, in particular for social work students that need to use mathematics in their studies.

- 2309 Words
- 10 Pages

Powerful Essays - Better Essays
## Visual Art: A Qualitative Study

- 1190 Words
- 5 Pages

When linking mathematics with visual arts, students somehow bring feeling and emotions to their work. They are learning through the affective domain by responding to the mathematical concepts they have learned, values it in their drawing and organize their prior knowledge of mathematics to modify their work and categories themselves as artists. In formal classroom teaching,

- 1190 Words
- 5 Pages

Better Essays - Better Essays
## Self-Regulated Learning Theory

- 1113 Words
- 5 Pages

Our experiences in the classroom advise us about the ways the principles of self-regulated learning can benefit focus on educating and learning. In the following section we start by examining the early state of self-regulating inside the classroom. Then, based on our testing, we explain how reasoning models rooted in rich mathematical activity, composed with reflection across taking notes, opened up chances for learners to observe and examine their own mathematical learning and find the solutions to the assigned problems or tasks. Case Study

- 1113 Words
- 5 Pages

Better Essays - Better Essays
## Computer Science Advantages

- 1455 Words
- 6 Pages

Given that the correctness of procedures is proved using mathematical logic, it might seem like computer science is really just a branch of mathematics, which it is, in some sense. In fact, much of the “math” we learn in school is actually computation. Consider, for example, the problem of dividing two numbers. When presented with this problem, a mathematician might derive the properties of division, such as when there will be a remainder. A computer scientist, in contrast, would focus on figuring out how to perform the

- 1455 Words
- 6 Pages

Better Essays - Good Essays
## Standardized Testing Negatively Impacted Public Schools

- 1093 Words
- 5 Pages

Learning is not a one-size-fits-all principle. Kids and our schools shouldn't have their whole futures riding on how well children can fill in little circles, to be scored by machines. Others claim that Standardized testing is a good way to measure students learning. They want to make sure that high school graduates are have acquired the knowledge and skills they need for further education and adult life. “Over

- 1093 Words
- 5 Pages

Good Essays - Powerful Essays
## Primary Mathematics Education Essay

- 1661 Words
- 7 Pages

Background to the study Mathematics is an important subject of study that is given much priority in school curricula worldwide. Galileo Galilei (1564-1642) opines that the universe cannot be read until we have learned the language and become familiar with the characters in which it is written. He postulates further that the universe is written in mathematical language, and that the letters are triangles, circles and other geometrical figures, without which means it will be humanly impossible to comprehend a single word. Without these, one is assumed to be wandering about in a dark labyrinth (Marcus, 2010). Mathematics is considered as one of the fundamental subjects of education due to the numerous benefits it provides to human life.

- 1661 Words
- 7 Pages

Powerful Essays - Good Essays
## Homework Is Harmful To Students Essay

- 1037 Words
- 5 Pages

Homework in secondary school is only forcing students to do something after school. For this reason, I will mainly focus on the harmfulness of homework to secondary students in Hong Kong. There are two main parts in this essay. In the first part of the essay, I will discuss the harmfulness of homework that brings to students. In the second part of the essay, I will discuss about how homework could help students to learn.

- 1037 Words
- 5 Pages

Good Essays