Epistemological Beliefs, Mathematical Problem‐Solving Beliefs, and Academic Performance of Middle School Students

Schommer‐Aikins, Marlene; Duell, Orpha K.; Hutter, Rosetta

doi:10.1086/428745

Cited by 192 publications

(182 citation statements)

References 29 publications

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“…Problem-solving is considered as the heart of mathematic learning because the skill is not only for learning the subject but it emphasizes on developing thinking skill method as well. Students can apply their knowledge and problem solving skills to be useful in daily life since the processes of solving the mathematic problem are similar to the general problem solving [3] . Basic education curriculum, Buddhist era 2544 has specified how mathematic learning and students' quality are important; however, the students do not achieve in learning the subject.…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing Mathematic Problem-Solving Ability of Sixth Grade Students

Pimta¹,

Tayruakham²,

Nuangchale³

2009

J. of Social Sciences

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Problem statement:This study aims to investigate factors influencing mathematic problem-solving ability of sixth grade students. One thousand and twenty eight of sixth grade students, studying in the second semester of academic year 2007 were sampled by stratified random sampling technique. Approach: The research instruments used in the study included mathematic problemsolving ability test and questionnaires. Data was analyzed by Path Analysis. Results: Factors influencing mathematic problem-solving ability were represented as following: (1) direct factors influencing mathematic problem-solving ability were described that direct and indirect factors influencing mathematic problem-solving ability were attitude towards mathematics, self-esteem and teachers' teaching behavior. Indirect factors influencing mathematic problem-solving ability were motivation and self-efficacy (2) factor models influencing mathematic problem-solving ability of sixth grade students was associated with visual data (3) The developed model could describe variance of skill in mathematic problem-solving at 63.00 % (R 2 = 0.63). Conclusion: Teacher's behaviors took both direct and indirect effects on the students' mathematic problem solving. The teachers are supposed to study the methods to develop this ability deeply and then bring them to manage the activities in class that encourage students to be enthusiastic to learn and have good attitude toward mathematic learning or to get students' concentration.

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Section: Introductionmentioning

confidence: 99%

Factors Influencing Mathematic Problem-Solving Ability of Sixth Grade Students

Pimta¹,

Tayruakham²,

Nuangchale³

2009

J. of Social Sciences

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show abstract

“…For example, students' epistemological mathematics beliefs were found to be a factor which will further influence students' other beliefs, like beliefs about effort in learning mathematics (Schommer-Aikins et al, 2005). In the meantime, in the same study, it was identified that students' epistemological mathematics beliefs could influence students' academic performance as well.…”

Section: Introductionmentioning

confidence: 83%

Senior Secondary School Students' Epistemological Conceptions of Mathematics in China: Characteristics and Development Process

Yang¹

2013

Research in Mathematical Education

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This paper reports findings from a survey of senior secondary school students' epistemological conceptions of mathematics with the adaption of the instrument of the "Conceptions of Mathematics"-Inventory in China. The survey included a sample of 414 Grade 10 students, 441 Grade 11 students, and 400 Grade 12 students from three provinces. Descriptive statistics, one-way ANOVA, and T-test were employed to analyze data in this study. It was found that senior secondary school students mainly focused on objectivity and reality of mathematics, without highlighting the characteristics of sociality, subjectivity, and creativity of mathematics. In addition, besides gender differences, differences were identified among students from different grades, different areas, taught by teachers with different teaching experience and experience in using reformed curriculum.

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“…Four types of studies could be identified, all of which were focused on domain-specific beliefs about the nature and processes of scientific knowledge. First, quantitative studies used questionnaires that were originally developed for adults (Duell & Schommer-Aikins, 2001;Schommer-Aikins, Duell, & Hutter, 2005) or created new questionnaires for children in particular (Conley, Pintrich, Vekiri & Harrison, 2004;Elder, 2002). These instruments assessed beliefs about the verification of knowledge as a single dimension.…”

Section: Personal Epistemology Research On Elementary School Childrenmentioning

confidence: 99%

The Epistemic Beliefs of Fourth Graders about the Verification of Second-Hand Knowledge and Its Knowledge Sources

Feucht¹

2017

JEHD

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Only little is known about the epistemic beliefs of elementary school children. In this exploratory study, semistructured interviews were used to solicit epistemic beliefs of fourth grade students (n = 98; mean age = 10 years, 4 months) about the verification of second-hand knowledge. The data analysis was based on the Qualitative Content Analysis (Mayring, 2001), supported with Atlas.ti software, and yielded a high in interrater reliability (Cohen, 1960; κ = 0.94). In fourth grade students, a complex system of beliefs was identified about strategies of second-hand knowledge verification (independent strategies n = 8; dependent strategies n = 3), knowledge sources (human sources n = 4; non-human n = 4), and different source selection criteria (n = 8). Moreover, some students (n = 10) mentioned a cognitive process that they would employ to identify the best possible sources for the processes of knowledge verification, similar to following a decision tree. The discussion explores meaning of the identified multi-faceted and partially meta-cognitive nature of belief systems for the conceptualization of the developmental, dimensional, and situational frameworks as they exist currently.Keywords: Epistemic belief, personal epistemology, knowledge justification, Knowledge sources, higher-order thinking, children. Highlights: An exploratory study with Fourth Grade Students (n = 98) using semi-structured interviews.  Identified complex epistemic belief systems based on their diversity and interconnectedness.  Students had epistemic beliefs about strategies of second-hand knowledge verification (n = 11), knowledge sources (n = 8), and different source selection criteria (n = 8).  Some students expressed thinking process about source selection that can be conceptually located at a higherorder of thinking.  The complexity of epistemic belief systems challenges the explanatory power of existing frameworks.

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Epistemological Beliefs, Mathematical Problem‐Solving Beliefs, and Academic Performance of Middle School Students

Cited by 192 publications

References 29 publications

Factors Influencing Mathematic Problem-Solving Ability of Sixth Grade Students

Factors Influencing Mathematic Problem-Solving Ability of Sixth Grade Students

Senior Secondary School Students' Epistemological Conceptions of Mathematics in China: Characteristics and Development Process

The Epistemic Beliefs of Fourth Graders about the Verification of Second-Hand Knowledge and Its Knowledge Sources

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