Personal Epistemology and Mathematics: A Critical Review and Synthesis of Research

2004 ◽  
Vol 74 (3) ◽  
pp. 317-377 ◽  
Author(s):  
Krista R. Muis
Keyword(s):  
Epistemological Beliefs ◽  
Personal Epistemology ◽  
Future Research ◽  
Instructional Style ◽  
Significant Relationships ◽  
Beliefs About Mathematics ◽  
Mathematics Development ◽  
And Mathematics ◽  
Behavior Domain ◽  
Domain Differences

This review critically examines 33 studies on students’ epistemological beliefs about mathematics. Five categories were identified: beliefs about mathematics, development of beliefs, effects of beliefs on behavior, domain differences, and changing beliefs. Studies examining beliefs about mathematics revealed consistent patterns of nonavailing beliefs at all educational levels. Mathematics instructional environments were inferred to influence the development of beliefs about mathematics. All studies revealed significant relationships between beliefs and cognition, motivation, and academic achievement. Descriptive studies found relationships between beliefs and learning behaviors. Studies examining domain differences found significant variations in beliefs across disciplines. Studies focusing on changing beliefs were successful, which was attributed to appropriate changes in instructional style. The article concludes with suggestions for future research.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

IPO Underpricing: A Meta-Analysis and Research Synthesis

2003 ◽  
Vol 27 (3) ◽  
pp. 271-295 ◽  
Author(s):  
Catherine M. Daily ◽  
S. Trevis Certo ◽  
Dan R. Dalton ◽  
Rungpen Roengpitya
Keyword(s):  
Initial Public Offerings ◽  
Meta Analysis ◽  
Research Synthesis ◽  
Future Research ◽  
Popular Press ◽  
Ipo Underpricing ◽  
Public Offerings ◽  
Factors Associated ◽  
Significant Relationships ◽  
Dot Com

Initial public offerings (IPOs) have been a prominent focus of academic and popular press attention, especially in recent years. Much of this attention can be attributed to the increase in IPO activity as a function of the “dot com” phenomenon. Of particular interest to both academics and practitioners is IPO underpricing. Review of existing research suggests little consensus regarding those factors associated with underpricing. We provide a meta-analysis of published studies. Our findings reveal a number of significant relationships, many of which are opposite that predicted by signaling theory. Implications of these findings for practice and future research are discussed.

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

Field Experience and Prospective Teachers' Mathematical Knowledge and Beliefs

2017 ◽  
Vol 48 (2) ◽  
pp. 148-190 ◽  
Author(s):  
Erik D. Jacobson
Keyword(s):  
Prospective Teachers ◽  
Mathematical Knowledge ◽  
Field Experience ◽  
Mathematics Learning ◽  
Future Research ◽  
Prospective Elementary Teachers ◽  
Knowledge And Beliefs ◽  
And Mathematics ◽  
Education And Development ◽  
The Relationship

This study (n = 1,044) used data from the Teacher Education and Development Study in Mathematics (TEDS-M) to examine the relationship between field experience focus (instruction- or exploration-focused), duration, and timing (early or not) and prospective elementary teachers' intertwined knowledge and beliefs about mathematics and mathematics learning. Early instruction-focused field experience (i.e., leading directly to classroom instruction) was positively related to the study outcomes in programs with such field experience of median or shorter duration. Moreover, the duration of instruction-focused field experience was positively related to study outcomes in programs without early instruction-focused field experience. By contrast, the duration of exploration-focused field experience (e.g., observation) was not related to the study outcomes. These findings suggest that field experience has important but largely overlooked relationships with prospective teachers' mathematical knowledge and beliefs. Implications for future research are discussed.

Tweet, share, like? De rol van sociaalnetwerksites van sportverenigingen bij de ontwikkeling van het clubgevoel van leden

2020 ◽  
Vol 48 (1) ◽  
Author(s):  
Nanny Kuijsters-Timmers ◽  
John Goedee ◽  
Roger Leenders
Keyword(s):  
Social Network ◽  
Social Network Sites ◽  
Internal Communication ◽  
Future Research ◽  
Sports Clubs ◽  
Significant Relationships ◽  
Sports Club ◽  
Practical Implications

Tweet, share, like? The role of social network sites at voluntary sports clubs in developing membership involvement The number of organizations that use social network sites (SNSs) for internal communication is growing rapidly. However, little is known about the use and perceptions of SNSs in member organizations, such as voluntary sports clubs (VSCs). In a survey, members of the Dutch VSCs (n = 129) were asked about their use and perceptions of their clubs’ social network sites (ClubSNSs) and aspects of involvement with their club. Foremost, ClubSNSs are characterized as informative, interactive, and entertaining channels, as indicated by significant relationships with the content types on ClubSNSs. Furthermore, content about sports, the club, and the members are important. Finally, ClubSNSs contribute to membership involvement through the identification of members with their sports club. The main contributions of this study are the insights into the use and perceptions of SNSs in member organizations, such as VSCs. Practical implications and suggestions for future research are discussed.

When Technology Does Not Support Learning

2008 ◽  
pp. 1459-1476
Author(s):  
Steven Hornik ◽  
Richard D. Johnson ◽  
Yu Wu
Keyword(s):  
Epistemological Beliefs ◽  
Virtual Learning ◽  
Future Research ◽  
Technology Support ◽  
Conceptions Of Learning ◽  
Course Performance ◽  
Training Environment ◽  
Communication Course ◽  
Process And Outcome ◽  
Using Data

Central to the design of successful virtual learning initiatives is the matching of technology to the needs of the training environment. The difficulty is that while the technology may be designed to complement and support the learning process, not all users of these systems find the technology supportive. Instead, some users’ conceptions of learning, or epistemological beliefs may be in conflict with their perceptions of what the technology supports. Using data from 307 individuals, this research study investigated the process and outcome losses that occur when friction exists between individuals’ epistemological beliefs and their perceptions of how the technology supports learning. Specifically, the results indicated that when there was friction between the technology support of learning and an individual’s epistemological beliefs, course communication, course satisfaction, and course performance were reduced. Implications for design of virtual learning environments and future research are discussed.

When Technology Does Not Support Learning

2008 ◽  
pp. 1247-1264
Author(s):  
Steven Hornik ◽  
Richard D. Johnson ◽  
Yu Wu
Keyword(s):  
Epistemological Beliefs ◽  
Virtual Learning ◽  
Future Research ◽  
Technology Support ◽  
Conceptions Of Learning ◽  
Course Performance ◽  
Training Environment ◽  
Communication Course ◽  
Process And Outcome ◽  
Using Data

Central to the design of successful virtual learning initiatives is the matching of technology to the needs of the training environment. The difficulty is that while the technology may be designed to complement and support the learning process, not all users of these systems find the technology supportive. Instead, some users’ conceptions of learning, or epistemological beliefs may be in conflict with their perceptions of what the technology supports. Using data from 307 individuals, this research study investigated the process and outcome losses that occur when friction exists between individuals’ epistemological beliefs and their perceptions of how the technology supports learning. Specifically, the results indicated that when there was friction between the technology support of learning and an individual’s epistemological beliefs, course communication, course satisfaction, and course performance were reduced. Implications for design of virtual learning environments and future research are discussed.

When Technology Does Not Support Learning

2010 ◽  
pp. 348-365
Author(s):  
Steven Hornik ◽  
Richard D. Johnson ◽  
Yu Wu
Keyword(s):  
Epistemological Beliefs ◽  
Virtual Learning ◽  
Future Research ◽  
Technology Support ◽  
Conceptions Of Learning ◽  
Course Performance ◽  
Training Environment ◽  
Communication Course ◽  
Process And Outcome ◽  
Using Data

Central to the design of successful virtual learning initiatives is the matching of technology to the needs of the training environment. The difficulty is that while the technology may be designed to complement and support the learning process, not all users of these systems find the technology supportive. Instead, some users’ conceptions of learning, or epistemological beliefs may be in conflict with their perceptions of what the technology supports. Using data from 307 individuals, this research study investigated the process and outcome losses that occur when friction exists between individuals’ epistemological beliefs and their perceptions of how the technology supports learning. Specifically, the results indicated that when there was friction between the technology support of learning and an individual’s epistemological beliefs, course communication, course satisfaction, and course performance were reduced. Implications for design of virtual learning environments and future research are discussed.

scholarly journals Learning progressions: framing and designing coherent sequences for STEM education

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Richard A. Duschl
Keyword(s):  
Instructional Strategies ◽  
Stem Education ◽  
Future Research ◽  
Learning Progressions ◽  
Scientific Practices ◽  
Discourse Practices ◽  
And Mathematics ◽  
Conclusion Section ◽  
Early Childhood Learning ◽  
Teaching Experiments

AbstractThe coupled influences of scholarship in the fields of Psychology, Philosophy, and Pedagogy beginning in the 1950s, set in motion the emergence of new images, methodological perspectives, theories, and design principles about learners and learning. Advances in cognitive and sociocultural psychology, shifting images of the nature of science, recognition of the importance of disciplinary discourse practices in learning, the scaffolding of learning by tools and technologies, along with the adoption of ‘assessment for learning’ instructional strategies are among the factors that have led researchers and practitioners to advance positions that learning ought to be coordinated and sequenced along conceptual trajectories, developmental corridors, and learning progressions (LP). Following opening Introduction and LP Research Framework sections that provide an overview of the runup to LP research and development, I then turn to future research discussions and implications targeting five LP domains: Using Knowledge with Scientific Practices; Instructional Pathways – Early Childhood Learning; Teaching Experiments – Science and Mathematics; Upper/Lower Anchors for Measuring Progress; and Concepts & Practices. The Conclusion section points to overarching challenges for researchers, planners, and teachers in STEM education. There is much to learn for all!

Sense of Belonging and Community Building within a STEM Intervention Program: A Focus on Latino Male Undergraduates’ Experiences

2020 ◽  
pp. 153819272097488
Author(s):  
Elvira J. Abrica ◽  
Tonisha B. Lane ◽  
Stephanie Zobac ◽  
Elizabeth Collins
Keyword(s):  
Sense Of Belonging ◽  
Intervention Program ◽  
Qualitative Interviews ◽  
Public University ◽  
Future Research ◽  
Structural Interventions ◽  
Science Technology ◽  
Minority Retention ◽  
Latino Male ◽  
And Mathematics

Relying on semi-structured, qualitative interviews with 13 Latino male undergraduates in engineering, this study explored students experiences and sense of belonging within a Minority Retention Program at a 4-year public university in California. Findings support extent research on the importance of structural interventions in science, technology, engineering, and mathematics (STEM) while highlighting nuance in experiences of Latino males, including perceptions of stigma associated with participation. Implications for future research and practice are discussed.

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