By G.C. Leder (Editor), Erkki Pehkonen (Editor), Günter Törner (Editor)
This e-book makes a speciality of points of mathematical ideals, from various diverse views. present wisdom of the sector is synthesized and current limitations are prolonged. the quantity is meant for researchers within the box, in addition to for arithmetic educators educating the subsequent new release of scholars.
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Extra resources for Beliefs: A Hidden Variable in Mathematics Education? (Mathematics Education Library)
3. STUDENTS' BELIEFS: CONCEPTUAL ISSUES From a conceptual point of view educational researchers have, until now, not dealt with the notion of beliefs in a substantial way. Thompson (1992) has pointed to the difficulty of distinguishing between beliefs and knowledge to explain this dearth of reasoned discourses on beliefs in the educational literature. She further indicated that some researchers are not at all convinced of the value for educational research of making such a distinction. Also in research on mathematics education, discussions on the nature of beliefs are limited (for a few exceptions see, Pehkonen & Törner, 1996; Thompson, 1992) and the difference between beliefs and knowledge has never been a major topic.
14). It might well be that, in the former case, they were expressing their beliefs about school mathematics, while in the latter they were giving their view on the use of mathematics in society. As long as students are convinced that what they learn in school has little or no resemblance with or relevance to what happens in the real world, they can happily live with these two beliefs about mathematics without perceiving any contradiction (Verschaffel, Greer, & De Corte, 2000). 4. A FRAMEWORK OF STUDENTS' MATHEMATICS-RELATED BELIEFS An analysis of the nature and structure of beliefs indicates, first, that students' beliefs are grounded in their social life and are as such fundamentally social.
Rather, they have been developed on more pragmatic grounds with the purpose of enabling an organized presentation of the research in the area. The authors usually did not set out to present an overall model of students' mathematicsrelated beliefs, or as Kloosterman explains with regard to his model: the model should not be viewed as a model of “the” key beliefs that lead to motivation in mathematics. Rather, it is a model of a number of potentially important factors. I have tried to justify these factors, but justification for alternative factors is also possible.
Beliefs: A Hidden Variable in Mathematics Education? (Mathematics Education Library) by G.C. Leder (Editor), Erkki Pehkonen (Editor), Günter Törner (Editor)