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Abstract

This study describes the psychometric characteristics of the 19-item Conceptions of Mathematics Questionnaire for a total of 158 students (86 women and 72 men). The coefficient α of internal consistency reliability was .75. Principal components analysis with varimax rotation indicated a two-component solution could be extracted. The two theoretically meaningful dimensions were fragmented conceptions (α = .80) and cohesive conceptions (α = .80). The former entails seeing mathematics as number rules and formulae to be used to solve problems. Students who hold this conception use rote learning and memorization. In contrast, the latter entails seeing mathematics as a complex logical system for solving complex problems. Students with such a conception approach learning to attain, develop, and apply knowledge.

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Psychometric Characteristics of the Conceptions of Mathematics Questionnaire

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