Meanings, Dimensions, and Categories of Mathematics Teacher Beliefs: A Navigation through the Literature

Belbase, Shashidhar

doi:10.12928/ijeme.v3i1.11494

Cited by 6 publications

(10 citation statements)

References 62 publications

(110 reference statements)

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“…To this end, for the latter, it was noticed that there were quite a number of belief responses which associated mathematics with affective qualities, such as ‘mathematics is interesting’ and ‘mathematics is like a happiness heaven’. While these beliefs could not be classified as one of Belbase’s (2019) three categories, they still respond to the stimulus question (i.e. ‘what do you think is mathematics?’) and equally importantly, they also represent a form of relationship between mathematics and self.…”

Section: Resultsmentioning

confidence: 99%

“…The beliefs about mathematics that were held by Year 3 students in Chengdu, China could be categorized across all the three categories proposed by Belbase (2019) – that is, traditional constructivist, and integral – plus an additional one suggested by our data, which is named ‘feeling good’. 37.16% of the eligible responses held traditional beliefs, followed by 32.24% holding integral beliefs.…”

Section: Discussionmentioning

confidence: 95%

“…Beliefs about the nature of mathematics, for example, can be sub-categorised as being instrumentalist, Platonist, and problem-solving. More recently, Belbase (2019) proposed the alternative belief sub-categories about the nature of mathematics, namely traditional, constructivist and integral:…”

Section: Beliefsmentioning

confidence: 99%

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How might values in mathematics learning affect the development of beliefs: An exploratory study with Chinese elementary students

Seah

Pan

Zhong³

2022

Asian Journal for Mathematics Education

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258 Grade 3 students in a suburban primary school located in Chengdu, China responded to an open-ended questionnaire item regarding their beliefs about mathematics. The traditional beliefs attracted the most number of students, followed by integral, feeling good, and constructivist beliefs. Since the questionnaire also identified the students’ values in relation to positive mathematical wellbeing, it was additionally found that students who valued engagement highly were more likely to hold constructivist beliefs and less likely to hold traditional beliefs, compared to peers who did not value engagement as highly. Also, students who valued perseverance highly were more likely to hold integral beliefs.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 95%

See 1 more Smart Citation

How might values in mathematics learning affect the development of beliefs: An exploratory study with Chinese elementary students

Seah

Pan

Zhong³

2022

Asian Journal for Mathematics Education

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“…For Lester, Garofalo and Kroll (1989), belief means an individual's subjective knowledge of the belief object that may be a physical object or mathematical object or another thing. Similarly, Hart (1989) considers belief as a personal judgment of something (see Belbase, 2019). A similar definition of belief has been proposed by Pajares (1992).…”

Section: Introductionmentioning

confidence: 86%

Early Undergraduate Emirati Female Students’ Beliefs about Learning Mathematics Using Technology

Belbase¹

2020

EUROPEAN J ED RES

Self Cite

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Covid-19 has accelerated the speed of technocratic transformation in teaching and learning. Previous researches on whether technology enhances students' motivation towards learning or burdens them with additional layer of anxiety in learning the nitty gritty of technology itself have mixed results. The purpose of this study was to explore early undergraduate students' beliefs about learning mathematics with technology. These research participants were first-year female undergraduate students in a public university in the United Arab Emirates (UAE). The study comprised of phase one with qualitative task-based interviews with four female first-year undergraduate students. Phase two included a quantitative belief survey with a sample of 62 students from the same institution. I constructed four major belief categories from the iterative process of interview data analysis-technology for computing and graphing, technology for speed and accuracy, technology for a shortcut but not for meaning, and affective aspects of beliefs. The quantitative survey result demonstrated that a majority of participants (about 75.8%) were found to be using some kinds of technological tools while learning mathematics. About 90% of them reported using a calculator while learning mathematics. A majority of participants (54.9%) believed that technology helps them in learning mathematics, and about 50% of them also believed that the use of technology improves their learning of mathematics.

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“…In addition, teacher beliefs about mathematics may significantly impact the quality of teaching and learning (Belbase, 2019). Thus, teacher beliefs ultimately affect students learning experiences.…”

mentioning

confidence: 99%

Exploring Teacher’s and Students’ Beliefs Concerning Higher Order Thinking in Mathematics

Elizar

Khairunnisak

2022

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Teacher beliefs play a fundamental role in mathematics teaching and learning, as they will ultimately influence the teacher's classroom practices. Student beliefs on a subject matter also hold equal importance as they will be reflected in how the students approach the learning and related issues to the subject. The importance of research on teachers' beliefs stems from the possible relationship between teacher beliefs and student beliefs. This descriptive quantitative study aimed to measure the degree of conformity between teacher and student beliefs concerning mathematics related to Higher Order Thinking (HOT) and Lower Order Thinking (LOT). The population was all Year 9 students in Aceh, Indonesia, and the samples were 1135 Year 9 students and 46 Year 9 mathematics teachers from 25 schools selected through stratified random sampling. Data collection was obtained through teacher and student questionnaires, and data were analyzed descriptively by SPSS 20. The finding of this study revealed that teacher beliefs concerning mathematics related to HOT were highly positive (83%). While the percentage of students who hold highly positive beliefs concerning mathematics related to HOT was just over 50%, indicating the discrepancy between teacher and student beliefs. However, regarding the beliefs concerning mathematics related to LOT, teacher and student beliefs conformed; they had somewhat positive beliefs (68% and 71.30%, respectively). This study implies that teachers need to promote HOTS in mathematics teaching at schools to foster students’ positive beliefs toward HOT.

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Meanings, Dimensions, and Categories of Mathematics Teacher Beliefs: A Navigation through the Literature

Cited by 6 publications

References 62 publications

How might values in mathematics learning affect the development of beliefs: An exploratory study with Chinese elementary students

How might values in mathematics learning affect the development of beliefs: An exploratory study with Chinese elementary students

Early Undergraduate Emirati Female Students’ Beliefs about Learning Mathematics Using Technology

Exploring Teacher’s and Students’ Beliefs Concerning Higher Order Thinking in Mathematics

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