Changing students’ beliefs about the relevance of mathematics in an advanced secondary mathematics class

Gijsbers, Dah Dié; Smits, L.G.A. de Putter; Pepin, Birgit

doi:10.1080/0020739x.2019.1682698

Cited by 24 publications

(22 citation statements)

References 23 publications

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“…Thus, their beliefs can significantly guide and develop their critical thinking as they engage in problem-solving activities. Activities selected for problem solving must be supported by contextrich curricula like the STEM mathematics curriculum that has been developed in Zambia (Gijsbers et al, 2020;Peranginangin et al, 2019). Allowing students to work on their tasks in small groups and using suitable strategies of teaching would enhance their beliefs about mathematical problem solving (Ajan Jr et al, 2021).…”

Section: High School Students' Beliefs About Problem Solvingmentioning

confidence: 99%

Gender Differences in High School Students’ Beliefs about Mathematical Problem Solving

Sintema

Jita²

2022

IJLTER

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This study investigated high school students’ mathematical problem- solving beliefs based on their gender. A mathematical problem-solving beliefs questionnaire comprising 36 items across six beliefs scales was administered to a sample of 490 students (288 boys and 202 girls) from three schools: a mixed-sex school (106 boys and 103 girls), a single-sex boys’ school with 182 students, and a single-sex girls’ school with 99 students. The independent samples t-test was used to analyse the effect of gender on high school students’ mathematical problem-solving beliefs. Results revealed that there was a significant difference in students’ beliefs that some word problems cannot be solved with simple, step-by-step procedures, with girls exhibiting higher beliefs than boys. However, when the entire sample was analysed, gender did not have an overall effect on students’ mathematical problem-solving beliefs. It was further revealed that gender did not have a significant effect on students’ mathematical problem-solving beliefs at a mixed-sex (boys and girls) school. Results are important for the implementation of a problem-solving approach in a new mathematics curriculum. In addition, the results contribute to the literature in mathematics education by highlighting the importance of gender when considering debates about students’ problem-solving beliefs in mathematics.

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Section: High School Students' Beliefs About Problem Solvingmentioning

confidence: 99%

Gender Differences in High School Students’ Beliefs about Mathematical Problem Solving

Sintema

Jita²

2022

IJLTER

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“…(iv) Ranking of journals by the H index. In Table 3 Some additional bibliometric characteristics of the research in classroom articles, are the following: 92 articles are written in English, 18 in Spanish, and 10 in Portuguese, from which 3 articles [29,61,66] are applied for teaching and learning ordinary differential equations in high school students and the rest of articles (117) for undergraduate students.…”

Section: Assessing the Quality Of Studies (Step 3)mentioning

confidence: 99%

Classroom Methodologies for Teaching and Learning Ordinary Differential Equations: A Systemic Literature Review and Bibliometric Analysis

et al. 2021

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In this paper, we develop a review of the research focused on the teaching and learning of ordinary differential equations with the following three purposes: to get an overview of the existing literature of the topic, to contribute to the integration of the actual knowledge, and to define some possible challenges and perspectives for the further research in the topic. The methodology we followed is a combination of a systematic literature review and a bibliometric analysis. The contributions of the paper are given by the following: shed light on the latest research in this area, present a characterization of the actual research lines regarding the teaching and learning of ordinary differential equations, present some topics to be addressed in the next years and define a starting point for researchers who are interested in developing research in this field.

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“…The beliefs that secondary school students hold about mathematics can affect their motivation, performance, and achievement. Understanding the mathematics beliefs of secondary school students is essential for educators to promote a positive learning experience and enhance students' achievement (Gijsbers, 2020;Sintema & Jita, 2022). This systematic review aims to examine the literature on mathematics beliefs of secondary school students.…”

Section: Introductionmentioning

confidence: 99%

Mathematics Beliefs of Secondary School Students: A Systematics Reviews

Roesdiana

2023

JRSME

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Purpose: This systematic review aims to explore the mathematics beliefs of secondary school students. Specifically, the study aims to identify the most commonly held mathematics beliefs by secondary school students and explore the factors that influence these beliefs. The review also aims to discuss the implications of the findings for educators and researchers. Methodology: The review included 27 studies, which were conducted between 2010 and 2021, and focused on mathematics beliefs of students in grades 7-12. The studies were conducted in various countries, including the United States, China, Turkey, and Iran. Findings: The results of the review suggest that mathematics beliefs of secondary school students are influenced by various factors, including gender, ethnicity, previous academic performance, teacher expectations, and cultural beliefs. Significance: Additionally, the review found that mathematics beliefs can impact students' academic achievement and their attitudes towards mathematics. Based on the findings of the review, recommendations for future research and educational practice are provided.

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Changing students’ beliefs about the relevance of mathematics in an advanced secondary mathematics class

Cited by 24 publications

References 23 publications

Gender Differences in High School Students’ Beliefs about Mathematical Problem Solving

Gender Differences in High School Students’ Beliefs about Mathematical Problem Solving

Classroom Methodologies for Teaching and Learning Ordinary Differential Equations: A Systemic Literature Review and Bibliometric Analysis

Mathematics Beliefs of Secondary School Students: A Systematics Reviews

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