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    Malaysian Secondary Students' Conceptual Difficulties and Attitudes Towards Learning Algebra: An Intervention Study Using Cognitive Conflict to Foster Conceptual Change

    Access Status
    Fulltext not available
    Authors
    Chow, Tuck-Choy Francis
    Treagust, David
    Date
    2011
    Type
    Conference Paper
    
    Metadata
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    Citation
    Chow, Tuck-Choy F. and Treagust, David F. 2011. Malaysian Secondary Students' Conceptual Difficulties and Attitudes Towards Learning Algebra: An Intervention Study Using Cognitive Conflict to Foster Conceptual Change, in SEAMEO RECSAM (ed), 4th International Conference on Science and Mathematics Education, Nov 15 2011. Penang, Malaysia: SEAMEO RECSAM
    Source Title
    CoSMEd 2011 Proceedings
    Source Conference
    4th International Conference on Science and Mathematics Education
    School
    Science and Mathematics Education Centre (Research Institute)
    URI
    http://hdl.handle.net/20.500.11937/23114
    Collection
    • Curtin Research Publications
    Abstract

    Different pedagogies can affect how conceptual change and challenge of misconceptions occurs. The study involved evaluating the efficacy of a conceptual change instructional programme involving cognitive conflict in (1) facilitating grade 8 students’ understanding of algebra concepts, and (2) assessing changes in students’ attitudes towards learning mathematics, in a mixed quantitative-qualitative research design. The results showed that there was significant improvement in students’ achievement in mathematics and students’ attitude towards inquiry of mathematics lessons. However, enjoyment of mathematics lessons showed no change. Finally, recommendations for future research are proposed.

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