Abstract
This research investigated the relationship between epistemological beliefs about mathematics and mathematics performance of first-year students at this University. A convenience sample of 149 students who completed a first-year Calculus course responded to an adaptation of Wheeler’s 2007 epistemological beliefs survey for mathematics (EBSM). This instrument measured four belief dimensions: source of mathematics knowledge, structure and stability of mathematics knowledge, speed and control of mathematics learning, and usefulness of mathematics.
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