Abstract

Describes a study that determined the implications of computer graphics types and epistemological beliefs with regard to the design of computer-based mathematical concept learning with elementary school students in Taiwan. Discusses the factor structure of the epistemological belief questionnaire, student performance, and students' attitudes toward mathematics learning. (Author/LRW)

Citation

Lin, C.H. (2002). Effects of Computer Graphics Types and Epistemological Beliefs on Students' Learning of Mathematical Concepts. Journal of Educational Computing Research, 27(3), 265. Retrieved February 28, 2021 from https://www.learntechlib.org/p/95073/.

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Keywords

• academic achievement
• Beliefs
• Computer Assisted Instruction
• Computer Graphics
• elementary education
• Elementary School Mathematics
• Epistemology
• Foreign Countries
• Graphics
• instructional design
• learning strategies
• Mathematical Concepts
• Mathematics Instruction
• Questionnaires
• student attitudes