Mathematical Beliefs Research Articles

Culturally Sustaining Mathematics for Dual Language Learners in a Multitiered System of Supports

Multi-tiered System of Supports (MTSS) is a framework in which educators intensify intervention and instructional supports in response to student data. Response to Intervention (RTI), is one of the most prevalent forms of MTSS utilized in schools and is commonly used to identify students with disabilities, including culturally and linguistically diverse learners who are often disproportionately represented in special education. Culturally and linguistically relevant RTI holds promise for promoting equitable outcomes for diverse students, including Dual Language Learners (DLL). A case study design was used to explore the actions and beliefs of an elementary mathematics teacher as she sought to meet the needs of a diverse group of learners. Findings illustrate examples of individual and collective teacher efficacy, understanding student progress, valuing student voice and discourse, believing in her CLD students’ ability to succeed, and working towards a larger shared vision at the school. Implications for culturally and linguistically relevant tiered mathematics instruction are discussed.

Algebra I Teachers’ Beliefs and Knowledge of Algebra For Teaching

Research indicates that teachers’ mathematical beliefs and mathematical knowledge for teaching impacts practices in the classroom. Research also suggests that success in Algebra I is the gatekeeper to higher-level mathematics. With the increased number of certification pathways in some states, it is important to identify those Algebra I teachers’ beliefs and knowledge of algebra for teaching. A study of current Algebra I teachers revealed that regardless of certification pathway, mathematical beliefs are not significantly different. Additionally, significant differences did exist in regards to the certification pathway and Knowledge of Algebra for Teaching (KAT) levels.

STUDENTS’ MATHEMATICAL BELIEFS AND ATTITUDES AS PREDICTORS TO STUDENTS’ MATHEMATICAL ABILITY

This study dealt with the students’ mathematical beliefs and attitudes as predictors to students’ mathematical ability of New Bataan District. The study's main goal is to determine the impact of mathematical beliefs and attitudes on students' mathematical ability in New Bataan District, using a research design that is quantitative and predictive-correlational with regression analysis and a total of 270 respondents among junior high school students from the district's eight secondary schools. The Mean, Pearson r, and Multiple Regression Analysis were the measurable instruments used in this study. The mathematical beliefs of students were discovered to be a strong predictor of their mathematical abilities in the New Bataan district in terms of teacher’s role, relevance, difficulty, and high degree of competence. Furthermore, the results revealed that in terms of confidence, importance, and engagement, students' mathematical attitudes as a predictor of students' mathematical ability in the New Bataan district are quite high. Moreover, the students’ mathematical beliefs and students’ mathematical ability of New Bataan District have a significant relationship. Also, the students’ mathematical attitudes and students’ mathematical ability of New Bataan District have a significant relationship. Only teacher’s role out of four domains of students’ mathematical beliefs predicts students’ mathematical ability. No domains of students’ mathematical attitudes predicts students’ mathematical ability. As a result, the higher a student's mathematical ability, the better his or her mathematical beliefs and attitudes about mathematics are.

Investigation and research on mathematics learning emotion of junior middle school students in Zaozhuang city

This paper takes middle school students in a middle school in Zaozhuang City as the research object, and investigates the four dimensions of mathematics learning emotion of middle school students in a middle school in Zaozhuang City by using mathematics learning emotion questionnaire, and finds that: students' attitude towards mathematics learning is good, teacher-student relationship is average, mathematics learning interest and mathematics learning beliefs need to be improved, and there is no significant difference between different grades, and the difference between genders is large. To this end, this paper develops teaching strategies that can mobilize students' emotions toward mathematics learning in four dimensions: mathematical beliefs, and evaluation, and also expands the scope of the theoretical basis for developing students' emotions toward mathematics learning.

Existence and Practice of Indigenous Mathematics in Karnali Province

This article is helpful to find the existing indigenous mathematics in Karnali Province and its practices at the secondary level school. Karnali province has its own indigenous culture and knowledge system. In Karnali province, Deuda, Mayur dance, Paiseri dance, Khando dance are the main dances and songs that can give the concept of mathematics. Many mathematicians have given contribution to the development of mathematics based on indigenous culture and practice. The researchers have selected ten secondary mathematics teachers purposively. Thus, focus group discussion was conducted to collect information of this study. It is concluded that existing indigenous mathematical knowledge and different occupations related to mathematical information should be used in teaching learning process at school level mathematics classroom. It is also found that there are different mathematical beliefs and practices in the different regions of Karnali province. This study is beneficial to the policymakers, curriculum designers, mathematics teachers and students, further researchers and learners as well. It is also beneficial for the teachers who want to make their teaching-learning activities alive in the classroom. Further, this article has social and cultural value in the real life situation of the learners. It helps to the teachers to teach Mathematics from the social and cultural perspectives in the classroom at any level.

The association between teachers’ mathematical beliefs, teacher characteristics and student achievements at the junior secondary level of education in Sri Lanka

The association between teachers’ mathematical beliefs, teacher characteristics and student achievements at the junior secondary level of education in Sri Lanka

Problem-based learning: Its effect on higher-order mathematical thinking skills in terms of student's initial abilities and mathematical beliefs

The higher-order thinking ability of students in Indonesia is still in the low category. This research aims to see the effect of the application of a problem-based learning model on higher-order mathematical thinking skills in terms of student's initial abilities and mathematical beliefs. This research uses a quasi-experimental design with a Non-Equivalent Control Group Design. Data on students' higher-order mathematical thinking skills were taken using a test instrument. This research was conducted at SMP Negeri 27 Jakarta with a total of 165 students obtained from cluster random sampling. Based on the analysis of the three-way ANOVA test, it was found that the problem-based learning model had a positive effect on students' higher-order thinking skills. Problem-based learning model gives better results than conventional learning models. This also applies to students with the initial ability and mathematical beliefs in the high category. Problem-based learning can be an alternative for teachers to improve students' higher-order mathematical thinking skills.

PENGARUH PERSEPSI SISWA TENTANG APLIKASI PEMBELAJARAN ONLINE DAN BELIEF MATHEMATIC TERHADAP HASIL BELAJAR MATEMATIKA PADA MASA PANDEMI COVID-19

The Covid-19 pandemic forced the learning system requires online-based learning which has several challenges not only for teachers but also students and their parents. This pandemic makes students tend to be degraded in terms of mentality, confidence in their abilities and accessibility in the use of appropriate learning applications. Hence, this study aims to determine the partial and simultaneous effect of students' perceptions on the mathematics learning outcomes of fifth graders using ex-post facto method. The research population is all students of SDN in Malili District. Then a sample of 80 students was drawn by cluster random sampling. The research instrument used was a test instrument for learning outcomes and a mathematical belief questionnaire as well as a student perception questionnaire about online learning applications which analyzed descriptively and inferentially using multiple tests. The results of this study indicate that students' perceptions of online learning applications and Mathematics students' beliefs have a positive effect on students' mathematics learning outcomes at SDN Malili District with a determination of 42.7% and 51.8%, respectively. Students' perceptions of online learning applications and mathematical beliefs simultaneously have a positive effect on students' mathematics learning outcomes with a determination of 61.8%. As a result of this research, there should be further development in complementary dimensions in the form of learning enrichment and remedial applications.

Do teachers\u2019 cultural beliefs matter for students\u2019 school adaptation? A multilevel analysis of students\u2019 academic achievement and psychological school adjustment

Based on two large-scale studies from Germany, we examined how different types of teachers’ cultural beliefs are related to immigrant students’ school adaptation. Specifically, we investigated the relationship of teachers' multicultural beliefs appreciating cultural diversity, their egalitarian beliefs focusing on all students' similarities and their assimilationist beliefs that immigrant students should conform to the mainstream context with immigrant students' academic achievement and psychological school adjustment as indicators of their school adaptation. We also explored all of these associations for non-immigrant students. Study 1 used data on the multicultural, egalitarian, and assimilationist beliefs of German language (NTeachers = 220) and mathematics (NTeachers = 245) teachers and on students’ achievement and feelings of helplessness in German language classes (NStudents = 2606) and mathematics classes (NStudents = 2851) as well as students’ school satisfaction. Study 2 analyzed data on teachers’ multicultural and egalitarian beliefs (NTeachers = 456) and students’ achievement and self-concept in mathematics (NStudents = 4722). Overall, multilevel analyses revealed no relationship between teachers’ cultural beliefs and any of the indicators of immigrant and non-immigrant students’ school adaptation. These findings challenge the notion that overall, teachers’ cultural beliefs effectively translate into students’ school adaptation.

PENGUASAAN KONSEP MATEMATIKA SISWA SMP DITINJAU DARI KEYAKINAN EPISTEMOLOGIS TENTANG MATEMATIKA DAN KECERDASAN EMOSIONAL

This study aims to investigate the relationship between students' mathematical beliefs and levels of emotional intelligence with mastery of mathematical concepts. This type of research is a correlational study because it aims to determine the relationship between variable (epistemological beliefs about mathematics) and variable (emotional intelligence) with variable Y (mastery of mathematical concepts). The population in this study were students of SMP Islam Darussholihin Campurdarat, Tulungagung. The sample in this study was class VII with a total of 42 students. The instruments in this study were a questionnaire on mathematical beliefs and emotional intelligence as well as a test of mastery of the mathematical concept of the quadrilateral material. The technique of processing and analyzing data in this study uses the correlation test. The results of correlation testing in this study indicate that: (1) There is a significant relationship between epistemological beliefs about mathematics on students' mastery of mathematical concepts with a correlation coefficient value of which means the correlation is classified as strong, (2) There is a significant relationship between emotional intelligence and mastery of mathematical concepts with a correlation coefficient of 0.449, which means the correlation is moderate, and (3) There is a significant relationship between epistemological beliefs about mathematics and emotional intelligence simultaneously on students' mastery of mathematical concepts with a correlation coefficient value of 0.573 which means the correlation is strong.

Preservice Science and Mathematics Teachers Mathematics Anxiety and Beliefs about the Nature of Mathematics

Preservice Science and Mathematics Teachers Mathematics Anxiety and Beliefs about the Nature of Mathematics

Model eliciting activities in mathematics learning: Epistemological beliefs

This study aims to determine epistemological beliefs, beliefs in learning mathematics with eliciting activities model, and the relationship between the two on prospective mathematics teachers. Quantitative research method using a survey, which was conducted on 52 students of prospective mathematics teachers. Data collection is done by using a questionnaire. This study uses a questionnaire from TEDS-M which investigates the beliefs of prospective mathematics teachers about teaching mathematics. Data analysis will be carried out quantitatively, both descriptively and by correlation. The results showed that 1) mathematics teacher candidates had mixed beliefs, namely static and dynamic, but more static beliefs about the dominant mathematical epistemology: 2) The application of eliciting activities model learning, mathematics teacher candidates had mixed beliefs, namely conventional and constructive, but more on dominant constructivist beliefs and 3) practical implications for prospective mathematics teachers and the application of learning models must begin with testing or understanding the beliefs of prospective mathematics teachers regarding the epistemology of mathematics.

The Development and Validation of Mathematical Thinking Beliefs (MTB) Instrument

Mathematical thinking beliefs are a significant element in supporting teachers’ practices of learning and teaching school mathematics. Most prior researches on mathematics beliefs have focused on teachers’ beliefs about learning and teaching mathematics in general. This research aimed to validate a Mathematical Thinking Belief instruments (MTB). The instrument was distributed to 523 mathematics teachers in Omani public schools. These teachers were asked to write their opinion in an instrument with a 5-point Likert scale. Exploratory factor analysis and confirmatory factor analysis have been applied to test the MTB using AMOS 25.0. All constructs show acceptable internal consistency reliability. The model meet a good model fit for the mathematical thinking beliefs measurement model through different fit index tests such as CMINDF, CFI, GFI, SRMR, RMSEA, and TLI. The results show that all indices of fit criteria were achieved. It is also indicated that acceptable validity, construct reliability and variance extracted values.

Visible or Invisible? Black Girls’ Experiences in a Mathematics Classroom

Building on extant literature, the present qualitative study explored Black adolescent girls’ racial and gendered experiences as mathematics learners. Data collection included focus groups with Black adolescent girls (N = 30, Mage = 12.64 years). Several themes concerning their racialized and gendered schooling experiences emerged, which centered on language use, competition with boys, and working hard to prove themselves. To cope with the racialized and gendered experiences within mathematics classrooms, Black girls developed informal support networks. It was also revealed that some of these coping strategies (e.g., resistance for survival) might put Black girls at risk for lower mathematics beliefs and attitudes. Directions for future research and implications for Black girls as mathematics learners are discussed.

Predicting Pre-service Mathematics Teachers’ Teaching and Learning Conceptions: The Role of Mathematical Beliefs, Mathematics Self-efficacy, and Mathematics Teaching Efficacy

Predicting Pre-service Mathematics Teachers’ Teaching and Learning Conceptions: The Role of Mathematical Beliefs, Mathematics Self-efficacy, and Mathematics Teaching Efficacy

STEM Pipeline: Mathematics Beliefs, Attitudes, and Opportunities of Racial/Ethnic Minority Girls

STEM Pipeline: Mathematics Beliefs, Attitudes, and Opportunities of Racial/Ethnic Minority Girls

HAMBATAN SISWA DALAM BELAJAR MATEMATIKA DIKAJI DARI KEPERCAYAAN MATEMATIS

The purpose of this study was to find out the learning obstacles in linear program assessed by mathematical beliefs at the Mujahidin Senior High School. The form of research used in this study is a case study. The data source used in this study was the students of class XI MIPA 1 in Pontianak Mujahidin High School, the data of which were the results of students' mathematical belief questionnaires and the answers of research subjects on the given test. Students learning obstacles in linear program material revealed in this study were assessed from mathematical beliefs including: students with mathematical beliefs in believing about mathematical characteristics have obstacles in the form of not being able to determine the mathematical model of linear program because he not understand teacher explanations, students with mathematical belief in believing about self abilitiy have an obstacles like not being able to mention the benefits of a linear program, students with mathematical beliefs in believing about teaching mathematics experience obstacles like not being able to make mathematical models correctly and the last is students with mathematical beliefs in believing about the usefulness of mathematics experiencing obstacles like not being able to make mathematical models because forget..

Pre-service primary school mathematics teachers’ beliefs on mathematics assessment

Assessment is an important component in learning mathematics. The practice of mathematics assessment is influenced by teachers' beliefs about the assessment. This study aims to explore the beliefs of primary school mathematics teachers regarding mathematics assessment. The research used quantitative research methods using survey methods to 71 prospective elementary school mathematics teachers. Confidence data regarding mathematics assessment was collected using closed and open questionnaires based on a framework of productive beliefs and unproductive beliefs. Data from closed questionnaires were analyzed using descriptive statistics. Meanwhile, open questionnaire data were analyzed using deductive coding method based on productive and unproductive beliefs. The results showed that prospective elementary school mathematics teachers held mixed beliefs in mathematics assessment. On the one hand, it can be said that the beliefs of prospective elementary school mathematics teachers regarding mathematics assessment tend to be contradictory. These results imply the importance of an attempt to intervene in the beliefs of prospective elementary school mathematics teachers regarding mathematics assessment. Thus, assessment practice can lead to productive assessment, which is to encourage meaningful mathematics learning.

Investigation of Mathematics Teachers’ Self-Efficacy in Teaching Mathematics in the COVID-19 Pandemic Process

Teachers’ beliefs about teaching mathematics have a great influence on students’ success in mathematics. In addition, teachers with high teaching efficacy beliefs create classroom environments where students can be more successful. In the light of this information, the importance of understanding mathematics teachers’ beliefs about their competence has to be considered in mathematics teaching. In this study, a relational survey model was used to examine secondary mathematics teachers’ efficacy beliefs about teaching mathematics in terms of some variables. The sample of the study consists of 165 mathematics teachers selected with the stratified sampling method. In this study, Mathematics Teaching Efficacy Belief Scale, developed by Enochs, Smith, and Huinker (2000) and adapted to Turkish by Takunyacı and Aydın (2013) was used. The first finding of our study is mathematics teachers’ beliefs about mathematics teaching were medium level. The second finding of our study is the personal mathematics teaching efficacy beliefs of male teachers were significantly higher than female teachers, while female teachers’ efficacy beliefs about outcome expectations in mathematics teaching were significantly higher than male teachers. The third finding of our study is efficacy beliefs of mathematics teachers working in private high schools about the outcome expectation in mathematics teaching were significantly higher than the mathematics teachers working in public high schools. In the last finding of our study, it was found that the personal mathematics teaching efficacy beliefs of mathematics teachers with professional seniority of 11 years or more were significantly higher than teachers with professional seniority of 0-5 years.

Do Military Students’ Mathematical Self-Efficacy and Metacognitive Awareness Matter on Their Problem Solving Performance?

The military of every country is viewed as a problem-solving and decision-making branch of government for safety concerns. To enrich the military students’ problem-solving skills and decision-making ability, they must be trained to become excellent problem solvers. This study focused on determining the military students’ personal attributes like their self-concept in mathematics, mathematical beliefs, and metacognitive awareness in relation to their problem-solving performance. The study was conducted in a military school in the Philippines for second-year cadets during the first term of the academic year 2019-2020. This study used a descriptive correlational research design. The instruments used in this study are the mathematics self-concept, mathematical beliefs, and Metacognitive Awareness Inventory (MAI). A validated teacher-made test with a reliability coefficient of 0.73 was used with a rubric scale to measure students’ problem-solving performance. The correlation and regression analysis was used to analyze the data collected. Results of the analysis revealed that students’ self-concept in mathematics and metacognitive awareness, self-concept and problem-solving performance, and metacognitive awareness and problem-solving performance has a strong positive correlation while students’ mathematical beliefs and metacognitive awareness, as well as the students’ self-concept in mathematics and metacognitive awareness, showed a low positive association. Further analysis also showed that students’ self-concept in mathematics and metacognitive awareness is found to predict military students’ problem-solving performance. Hence, it is recommended that military school professors need to develop students’ self-concept in mathematics and use metacognitive teaching strategies in teaching mathematics to enhance students’ problems solving skills. Further research can be explored for other factors that may affect military students’ problem-solving skills.