Relation between fifth and sixth graders' conceptions of learning and mathematical problem solving

Abstract

The present study investigated the relation between pupils' conceptions of learning and mathematical problem solving. Fifth graders (n=269) and six graders (n=123) completed a questionnaire that assessed their conceptions of learning (rote learning and understanding), after which all pupils were instructed to solve 1 of 3 mathematical problems (Problems A, B, and C). The results were as follows: Pupils who scored high on rote learning conception tended, on Problem A, to evaluate the number, including an outlier, whereas they tended not to respond on Problem C. Pupils who scored high on understanding conception tended to interpret the truncated bar graph in Problem B using exact numbers, whereas, on Problem C they tended to interpret the practical meaning of the diagrams in the problem. The implications of these findings were discussed.