Changes in Finnish Teachers’ Mathematical Beliefs and an Attempt to Explain Them

2015 ◽  
pp. 27-41
Author(s):  
Susanna Oksanen ◽  
Erkki Pehkonen ◽  
Markku S. Hannula
Keyword(s):  
Mathematical Beliefs

scholarly journals From teaching literacy to teaching numeracy: How numeracy teacher’s previous experiences shape their teaching beliefs

1970 ◽  
Vol 23 (1) ◽  
pp. 20-49 ◽  
Author(s):  
Sonja Beeli-Zimmermann
Keyword(s):  
Adult Education ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Teaching Beliefs ◽  
Structured Interviews ◽  
Mathematical Beliefs ◽  
Mathematical Belief

Beliefs guide teachers’ actions in the classroom and thereby influence what students learn. While this insight has led to numerous studies, particularly in the area of mathematical beliefs, it has been neglected in the growing field of numeracy teaching and learning within adult education. This exploratory study presents five illustrative cases of Swiss adult education teachers and traces their experiences, both as students and teachers. Based on data mainly collected in semi-structured interviews, the author argues that this study supports existing evidence from mathematical belief research in other sectors of education, pointing to the relevance of practice-based experiences for the change of beliefs.

scholarly journals Debunking, supervenience, and Hume’s Principle

2019 ◽  
Vol 49 (8) ◽  
pp. 1083-1103 ◽  
Author(s):  
Mary Leng
Keyword(s):  
Mathematical Realism ◽  
Mathematical Beliefs ◽  
Conceptual Truth ◽  
Hume’S Principle ◽  
Moral Beliefs ◽  
Debunking Arguments ◽  
Moral Facts

AbstractDebunking arguments against both moral and mathematical realism have been pressed, based on the claim that our moral and mathematical beliefs are insensitive to the moral/mathematical facts. In the mathematical case, I argue that the role of Hume’s Principle as a conceptual truth speaks against the debunkers’ claim that it is intelligible to imagine the facts about numbers being otherwise while our evolved responses remain the same. Analogously, I argue, the conceptual supervenience of the moral on the natural speaks presents a difficulty for the debunker’s claim that, had the moral facts been otherwise, our evolved moral beliefs would have remained the same.

scholarly journals Analysis of mathematical beliefs of Malaysian secondary school students

2010 ◽  
Vol 2 (2) ◽  
pp. 4702-4706 ◽  
Author(s):  
Rohani Ahmad Tarmizi ◽  
Mohd Ariff Ahmad Tarmizi
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Mathematical Beliefs ◽  
School Students

scholarly journals Kemampuan Pemecahan Masalah Mahasiswa pada Kalkulus Integral Dilihat dari Keyakinan dan Pengetahuan Awal Matematis

Jurnal Elemen ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 117-129
Author(s):  
Robert Harry Soesanto ◽  
◽  
Kurnia Putri Sepdikasari Dirgantoro ◽  
Keyword(s):  
Problem Solving ◽  
Prior Knowledge ◽  
Mathematical Beliefs ◽  
Moderator Variable ◽  
Study Program ◽  
Problem Solving Skills ◽  
Logical Consistency ◽  
Ex Post ◽  
Knowledge Group ◽  
And Mathematics

Integral calculus is a course where students tend to have difficulties in problem-solving. This study examines differences in mathematical beliefs in students' problem-solving skills based on mathematics prior knowledge. This study's subjects were 120 students of the Mathematics Education study program from UPH Faculty of Education. The independent variable is mathematical beliefs, the moderator variable is prior mathematics knowledge, and the dependent variable is students' problem-solving skills. This study is an ex post facto quantitative research with instruments in a Likert scale questionnaire for mathematical beliefs, problem-solving, and mathematics prior knowledge test scores. Hypotheses were tested statistically with a two-way Anova test using SPSS 16.0. The results of the study were: (1) students' problem-solving of logical consistency beliefs is higher than memorized and procedural beliefs, (2) there is an interaction between mathematical beliefs and mathematics prior knowledge on problem-solving, (3) students' problem-solving in high mathematics prior knowledge group of logical consistency beliefs is higher than memorized, and procedural beliefs, and (4) students' problem-solving in low mathematics prior knowledge group of logical consistency beliefs is lower than memorized and procedural beliefs.

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