Framing Students’ Mathematics-Related Beliefs

Eynde, Peter Op’t; Corte, Erik De; Verschaffel, Lievan

doi:10.1007/0-306-47958-3_2

Cited by 148 publications

(55 citation statements)

References 32 publications

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“…The developmental view presented by Harter (1999) is in line with Op 't Eynde, de Corte, and Verschaffel (2002), who argue that affect become from what is "first told". This means that if there is nothing that contradicts with given information (true or false), children tend to take it as true.…”

Section: Normative Affective Developmentmentioning

confidence: 51%

Full issue

Díez-Palomar¹

2016

REDIMAT

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Section: Normative Affective Developmentmentioning

confidence: 51%

Full issue

Díez-Palomar¹

2016

REDIMAT

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“…We shall rely on the tripartition put forward by Op't Eynde, de Corte, and Verschaffel [4] with an extension due to Jankvist [5]. On the basis of an extensive literature review, Op't Eynde and colleagues propose that students' mathematics-related beliefs may be:…”

Section: Theoretical Constructs Related To Student Beliefsmentioning

confidence: 99%

“…Beliefs about the social context: (a) beliefs about the norms in their own class ((a1) the role and the functioning of the teacher; (a2) the role and the functioning of the students); (b) beliefs about the socio-mathematical norms in their own class [4] (p. 28)…”

mentioning

confidence: 99%

“…Figure 1. Students' mathematics-related beliefs as made up by a basis of their beliefs about mathematics education, the social context and the self (triangle) [4], and their beliefs about mathematics as a discipline (the point above the triangle resulting in a tetrahedron) [5].…”

mentioning

confidence: 99%

“…This example illustrates characteristic myths about mathematics as well as the mutual influence between the components of, for example, beliefs about mathematics education and beliefs about mathematics as a discipline. [4], and their beliefs about mathematics as a discipline (the point above the triangle resulting in a tetrahedron) [5].…”

mentioning

confidence: 99%

See 2 more Smart Citations

Counteracting Destructive Student Misconceptions of Mathematics

Jankvist

Niss

2018

Education Sciences

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Abstract:In this article, we ask the question of what it takes for targeted efforts to be reasonably successful in altering students' misconceptions and unproductive beliefs and ensuing myths about mathematics as a discipline and a school subject and about themselves in relation to mathematics, so as to pave the way for satisfactory learning. We attempt to answer this question through the analysis of three cases of upper secondary school students, who all struggled with mathematics-related difficulties due to myths resulting from misguided beliefs, erroneous proof schemes, or mistaken interpretations of the didactical contract, the three theoretical constructs we employ in the study. We describe how specially educated teachers, so-called "mathematics counsellors", taking part in a professional development program conducted by the authors, were able, firstly, to identity these students, then to diagnose more precisely the nature of their difficulties, and finally to design targeted interventions in order to assist the students in actually overcoming (parts of) their difficulties and eventually dispelling some of the myths they were influenced by. We further offer an analysis of the elements responsible for the success of these interventions. More precisely, we identify five such elements. Finally, we zoom in on the role and intricate connectedness of the three theoretical constructs mentioned above.

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