Naïve and yet knowing: Young learners portray beliefs about mathematics and learning

Thesis

McDonough, Andrea M.. (2002). Naïve and yet knowing: Young learners portray beliefs about mathematics and learning [Thesis]. https://doi.org/10.4226/66/5a8e4d814b7aa
AuthorsMcDonough, Andrea M.
Qualification nameDoctor of Philosophy (PhD)
Abstract

This is a report of an investigation of children's beliefs about the nature of mathematics, the nature of learning and helping factors for learning mathematics. The study aimed to investigate whether beliefs held by eight learners of eight to nine years of age could be articulated and portrayed. It aimed also to develop procedures to facilitate this process, to portray children's beliefs from their responses to the research procedures, to provide insights into possible complexities and subtleties of young learners' beliefs, to reflect upon the significance for the mathematics classroom of the insights gained, and to reflect upon the value of the procedures developed for the study. The research took the form of individual case studies of four girls and four boys of eight to nine years of age from two schools in suburban Melbourne. Four children were teacher-perceived low achievers in mathematics and four were teacher-perceived high achievers in mathematics...

Year2002
PublisherAustralian Catholic University
Digital Object Identifier (DOI)https://doi.org/10.4226/66/5a8e4d814b7aa
Research GroupSchool of Education
Final version
Publication dates01 Feb 2002
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