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An attempt to identify the issues underlying the lack of consistent conceptualisations in the field of student mathematics-related beliefs

Abstract: This paper aims to clarify the inconsistencies present in the field of student mathematics-related beliefs. Despite the general agreement about the important role that beliefs play in the learning of mathematics, the study of student mathematics-related beliefs has resulted in a body of uncoordinated research. The lack of consensus on defining and classifying beliefs has generated much confusing terminology, preventing a consistent conceptualization of the phenomenon. To identify the problem underlying existing inconsistencies, we have undertaken a systematic review of the literature to analyse the belief conceptualisations proposed by the most cited authors in this field of research. Our analysis suggests that authors often fail to conceptualise beliefs in four important ways: existing theories related to the phenomenon under research are normally not considered; definitions are often too broad and do not clearly confine the construct under evaluation; and existing beliefs subconstructs are rarely defined and thus not explicitly distinguished. Our study has also revealed that some of the scales developed to measure the belief constructs lack of content and internal validity. We believe that these findings open new lines of research that may help to clarify the field of student mathematics-related beliefs.

Otras publicaciones de la misma revista o congreso con autores/as de la Universidad de Cantabria

 Fuente: PLoS ONE 14(11), e0224696

Editorial: Public Library of Science

 Fecha de publicación: 01/11/2019

Nº de páginas: 19

Tipo de publicación: Artículo de Revista

 DOI: 10.1371/journal.pone.0224696

ISSN: 1932-6203

Proyecto español: EDU2017-84979-R ; PGC2018-100758-B-I00 ; EDU2016-81994-REDT

Proyecto europeo: info:eu-repo/grantAgreement/EC/H2020/710577/EU/Promotion of STEM education by key scientific challenges and their impact on our life and career perspectives/STEM4youth/

Url de la publicación: https://doi.org/10.1371/journal.pone.0224696