Measuring Beliefs About Mathematical Problem Solving

Kloosterman, Peter; Stage, Frances K.

doi:10.1111/j.1949-8594.1992.tb12154.x

Cited by 137 publications

(174 citation statements)

References 6 publications

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“…For the other five subscales with satisfactory reliability, their mean scores were relatively low. Most correlations between the subscales were less than .30, which indicates a low overlap among the subscales as reported in Kloosterman & Stage's (1992) study. SchommerSchommer-Aikins, Duell & Hutter (2005) used a larger sample (n = 1269) to establish the validity of the six subscales and reported different findings.…”

Section: Student Mps-related Beliefsmentioning

confidence: 80%

“…SchommerSchommer-Aikins, Duell & Hutter (2005) used a larger sample (n = 1269) to establish the validity of the six subscales and reported different findings. They conducted an exploratory factor analysis (EFA) to examine the factor structure of the instrument, which was not tested in the previous two studies of Kloosterman & Stage (1992) and Mason (2003). Results indicated that only 24 out of the 36 items were retained, and they loaded onto seven factors accounting for 48.5% of the total variance.…”

Section: Student Mps-related Beliefsmentioning

confidence: 99%

“…Besides, significant correlations (r = .14 to .29) were only observed between certain subscales. Apart from the IMBS, Kloosterman & Stage (1992) also suggested the inclusion of the FennemaSherman Usefulness Scale (Fennema & Sherman, 1976) to measure student beliefs about the usefulness of mathematics in daily life. The Usefulness Scale was found to be correlated with most of the subscales.…”

Section: Student Mps-related Beliefsmentioning

confidence: 99%

“…For example, Kloosterman & Stage (1992) developed a five-point Likert-type instrument, namely Indiana Mathematics Belief Scales (IMBS), which covered five types of MPS-related beliefs (subscales):…”

Section: Student Mps-related Beliefsmentioning

confidence: 99%

“…Generally, these beliefs include beliefs about the discipline of mathematics, beliefs about themselves as learners of mathematics, beliefs about mathematics learning, beliefs about the nature of mathematics, and beliefs about mathematical problem solving (Kloosterman & Stage, 1992;McLeod, 1992;Muis, 2004;Roesken, Hannula & Pehkonen, 2011). According to the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, 1989), "these beliefs exert a powerful influence on students' evaluation of their own ability, on their willingness to engage in mathematical tasks, and on their ultimate mathematical disposition" (NCTM, 1989, p. 233).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Enhancing Student Beliefs about Mathematical Problem Solving: Effects of a Problem-Solving based Intervention

Deng¹,

Tay²,

Toh³

et al. 2015

Research in Mathematical Education

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 Corresponding authorDENG_Feng et al. 20Previous studies indicated that students tended to hold less satisfactory beliefs about the discipline of mathematics, beliefs about themselves as learners of mathematics, and beliefs about mathematics teaching and learning. However, only a few studies had developed curricular interventions to change students' beliefs. This study aimed to examine the effect of a problem-solving curriculum (i.e., Mathematical Problem Solving for Everyone, MProSE) on Singaporean Grade 7 students' beliefs about mathematical problem solving (MPS). Four classes (n =142) were engaged in ten lessons with each comprising four stages: understand the problem, devise a plan, carry out the plan, and look back. Heuristics and metacognitive control were emphasized during students' problem solving activities. Results indicated that the MProSE curriculum enabled some students to develop more satisfactory beliefs about MPS. Further path analysis showed that students' attitudes towards the MProSE curriculum are important predictors for their beliefs.

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Section: Student Mps-related Beliefsmentioning

confidence: 80%

Section: Student Mps-related Beliefsmentioning

confidence: 99%

Section: Student Mps-related Beliefsmentioning

confidence: 99%

Section: Student Mps-related Beliefsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Enhancing Student Beliefs about Mathematical Problem Solving: Effects of a Problem-Solving based Intervention

Deng¹,

Tay²,

Toh³

et al. 2015

Research in Mathematical Education

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Beliefs in engineering education research: A systematic scoping review for studying beliefs beyond the most popular constructs

Kramer,

Leonard,

Desing

et al. 2024

J of Engineering Edu

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BackgroundBeliefs are a complex research construct with deep connections to innumerable different research areas and agendas. Engineering education researchers are increasingly studying beliefs, and synergy across these efforts can lead to a greater impact in translating beliefs research into educational practice.PurposeOur purpose was to enable any researcher in engineering education to productively research beliefs as a construct. Specifically, we aimed to synthesize the different purposes for studying beliefs, and the extent to which researchers have operationalized beliefs.Scope/MethodWe conducted a systematic scoping review of beliefs following the PRISMA protocol. We extracted and mapped data from the 79 academic included manuscripts. We performed additional analysis using both inductive and deductive coding methods to synthesize how beliefs have been researched. We included studies about the beliefs of engineering students in post‐secondary education beyond the four most popular types of beliefs (i.e., self‐efficacy, mindset, epistemic, and goal orientation beliefs).ResultsGiven the diverse nature of beliefs in engineering education, we found that the findings of the included studies could not be coherently synthesized. Instead, we present (1) a synthesis of researchers' purpose(s) for studying beliefs, and (2) a detailed representation of the many ways in which researchers have operationalized beliefs using different theories and methodological approaches.ConclusionsWe recommend that researchers studying beliefs work to align their stated purpose for studying beliefs with their research contribution and build understanding of how beliefs ultimately relate to behavior. We also identified an opportunity for researchers to carefully and explicitly operationalize beliefs as a research construct.

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Community College Counseling: Why Are Research Outcomes So Elusive?

Schwitzer

Pribesh

Ellis-O'Quinn

et al. 2016

J of College Counseling

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This article focuses on counseling research in the community college context. The article suggests the need for a robust community college knowledge base, describes some limitations of the current community college literature, and suggests a framework for more effective work in this area. The authors' own experiences and selected examples of published studies are used as illustrations of the hurdles encountered and solutions available when examining counseling theories, practices, and outcomes in 2-year settings.

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Measuring Beliefs About Mathematical Problem Solving

Cited by 137 publications

References 6 publications

Enhancing Student Beliefs about Mathematical Problem Solving: Effects of a Problem-Solving based Intervention

Enhancing Student Beliefs about Mathematical Problem Solving: Effects of a Problem-Solving based Intervention

Beliefs in engineering education research: A systematic scoping review for studying beliefs beyond the most popular constructs

Community College Counseling: Why Are Research Outcomes So Elusive?

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