Abstract
This is an investigation of university students’ beliefs about the nature of mathematical knowledge and learning. Twenty undergraduates and four mathematicians were asked to describe their beliefs using analogies and percentages. Comparisons between groups revealed that students were somewhat similar to mathematicians in beliefs about the control and speed of learning, and the source of knowledge. Students were dissimilar to mathematicians in beliefs about the structure, certainty, and justification of knowledge. Students who believed mathematical knowledge is a linear and unchanging, reported using superficial study habits.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.