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dc.contributor.authorNg, Chi-Hungen_US
dc.date.accessioned2017-04-24T12:33:25Z
dc.date.available2017-04-24T12:33:25Z
dc.date.issued2011en_US
dc.date.modified2012-09-02T23:27:02Z
dc.identifier.urihttp://hdl.handle.net/10072/43925
dc.description.abstractThis paper explores the differences between students with polarized schematic views in learning mathematics. Two groups of Year 10 students from Hong Kong (N=329) and Australia (N=582) completed a questionnaire tapping their views on their cognitions of their selves, achievement goals, learning approaches and anticipated performance in learning mathematics. A previous published study located two groups of schematic students, positive and negative schematics, across both cultures demonstrating consistent characteristics in motivational and learning processes. Using an identical data source, this study explores the difference in the degree of schematization. The results showed that positive schematic students in Hong Kong are less schematicised than Australian students. In contrast, negative schematic students in Hong Kong were more schematicized than their Australian counterparts. These differences in the development of schematicised selves among students in two different cultures could be attributed to the difference in evaluation practice in two different educational systems. While this study provides empirical support for the removal of high stake public examinations, it draws our attention to teaching and learning processes in schools and calls for more reformative effort in this area in order to orient our students towards lifelong learning.en_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherNo data provideden_US
dc.publisher.urihttp://2011.thelearner.com/en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofconferencenameInternational Conference on Learningen_US
dc.relation.ispartofconferencetitleComparing students with extreme schematic characteristics in learning mathematics across two cultures.en_US
dc.relation.ispartofdatefrom2011-07-05en_US
dc.relation.ispartofdateto2011-07-08en_US
dc.relation.ispartoflocationUniversity of Mauritius, Mauritiusen_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchComparative and Cross-Cultural Educationen_US
dc.subject.fieldofresearchcode130302en_US
dc.titleComparing students with extreme schematic characteristics in learning mathematics across two cultures.en_US
dc.typeConference outputen_US
dc.type.descriptionE3 - Conference Publications (Extract Paper)en_US
dc.type.codeE - Conference Publicationsen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2011
gro.hasfulltextNo Full Text


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    Contains papers delivered by Griffith authors at national and international conferences.

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