Nigerian undergraduate education majors' Conceptions of Mathematics

dc.contributor.author	Arigbabu, A.A.	en
dc.contributor.author	Mji A.	en
dc.date.accessioned	2012-11-01T16:31:35Z
dc.date.available	2012-11-01T16:31:35Z
dc.date.issued	2005	en
dc.identifier.citation	Psychological Reports	en
dc.identifier.citation	96	en
dc.identifier.citation	2	en
dc.identifier.issn	332941	en
dc.identifier.other	10.2466/PR0.96.2.273-274	en
dc.identifier.uri	http://hdl.handle.net/10500/7398
dc.description.abstract	The Conceptions of Mathematics Questionnaire by Crawford, et al. was administered to 130 southwest Nigerian undergraduate education majors who took mathematics. Coefficient as of .86 and .84 for the Fragmented and Cohesive subscales were similar to prior values. There were no statistically significant mean differences between men and women or between undergraduates taking mathematics with science and nonscience topics. © Psychological Reports 2005.	en
dc.language.iso	en	en
dc.subject	adolescent; adult; article; attitude; ethnology; female; human; male; mathematics; Nigeria; questionnaire; vocational education; Adolescent; Adult; Attitude; Education, Professional; Female; Humans; Male; Mathematics; Nigeria; Questionnaires	en
dc.title	Nigerian undergraduate education majors' Conceptions of Mathematics	en
dc.type	Article	en