Enhancing students’ mathematical beliefs: an intervention study
Learning and Instruction Volume 14, Number 2, ISSN 0959-4752 Publisher: Elsevier Ltd
This paper introduces a study aimed at ascertaining students’ beliefs about mathematics and mathematical learning, as well as developing those beliefs and related variables by changing the classroom learning environment. Eighty-six fifth graders were involved, divided in two groups: one in the innovative learning environment (N=46) and the other in the traditional (N=40). The findings provide evidence that the intervention contributed more than traditional teaching to developing students’ mathematical beliefs, as well as to improving their performance in solving usual and unusual word problems. Moreover, students’ self-evaluation of their efforts in maths was higher in the innovative learning environment than in the traditional. Mathematical beliefs contributed differently to achievement in maths for the two groups. The implications of the study are outlined.
Mason, L. & Scrivani, L. (2004). Enhancing students’ mathematical beliefs: an intervention study. Learning and Instruction, 14(2), 153-176. Elsevier Ltd.
Cited ByView References & Citations Map
Kristian Kiili, Tampere University of Technology, Pori, Finland; Harri Ketamo & Antti Koivisto, Satakunta University of Applied Sciences, Pori, Finland; Enda Finn, Dundalk Institute of Technology, Dundalk, Ireland
International Journal of Game-Based Learning Vol. 4, No. 1 (January 2014) pp. 60–77
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