Learner Mathematics Learning Beliefs System: A Case Study

Abstract

This study makes an effort to investigate learner mathematics-related beliefs at the secondary level. The study was qualitative and the method adopted for the in-depth information about the belief was a single case study. The site were selected for this investigation were Government Girls Higher Secondary School Rustam in District Mardan. The number of participants was six from class 10th science students. In-depth interviews were scheduled for the collection of data. Interview items were 9 in number. Thematic analysis of the transcripts exposed learner beliefs about mathematics. The main findings of the study showed that those students who understand the concept of mathematics possessed the positive beliefs about mathematics, and they also like the book and course materials and satisfied with it. They feel easy during mathematics classrooms, enjoy, and excited to learn something new in this subject. In contrast, the learners who do not understanding level is low they hold negative beliefs they did not like the book and course materials and not satisfied and feel hesitation during mathematics classroom. The study further showed that in the construction of beliefs that are positive or negative about the mathematics classroom environment play a great role especially mathematics teacher, her methods, and her beliefs. If the teacher involves the students in activities, keep good and interesting method and motivate the students time to time, then the learners will possess positive beliefs and will take interest in such a very important mathematics class.

The Mediating Effect of Attitude and Knowledge on Technology on the Relationship Between Classroom Learning Environment and Study Interest in Mathematics

“…Additionally, a study found that students who grasp mathematical concepts tend to have positive views about the subject. They appreciate their textbooks and course materials, feel comfortable in math classes, and are eager to learn new topics (Bibi et al, 2020). Furthermore, a separate study indicated that students' intrinsic motivation and perceived competence positively correlate with their enjoyment of mathematics (Radisic et al, 2024).…”