University mathematics students' conceptions of mathematics

A Conceptions of Mathematics Questionnaire was developed, designed to provide an indicator of the nature of students' conceptions of the subject matter they were studying. The scales of the questionnaire were based upon a set of conceptions of mathematics identified in an earlier phenomenographic study of students studying mathematics. The scales represented fragmented and cohesive conceptions of mathematics. Evidence was found supporting both the validity and reliability of the scales. A fragmented conception was found to be associated with a surface approach and a cohesive conception was found to be associated with a deep approach to studying mathematics.

# Mathematics Education and Programs # Social Sciences # Evaluation of Teaching Practices # Education, Achievement, and Giftedness # Psychology

Kathryn Crawford, Sue Gordon, Jackie Nicholas, et al. (1998). "University mathematics students' conceptions of mathematics". Studies in Higher Education. https://doi.org/10.1080/03075079812331380512