An attempt to identify the issues underlying the lack of consistent conceptualisations in the field of student mathematics-related beliefs.
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 uncoordinate...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Public Library of Science (PLoS)
2019-01-01
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| Series: | PLoS ONE |
| Online Access: | https://doi.org/10.1371/journal.pone.0224696 |
| _version_ | 1819259587907289088 |
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| author | José Manuel Diego-Mantecón Teresa F Blanco José M Chamoso María José Cáceres |
| author_facet | José Manuel Diego-Mantecón Teresa F Blanco José M Chamoso María José Cáceres |
| author_sort | José Manuel Diego-Mantecón |
| collection | DOAJ |
| description | 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 sub-constructs 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. |
| first_indexed | 2024-12-23T19:12:23Z |
| format | Article |
| id | doaj.art-7be8de2f971643a0aa8631efa7d0dc20 |
| institution | Directory Open Access Journal |
| issn | 1932-6203 |
| language | English |
| last_indexed | 2024-12-23T19:12:23Z |
| publishDate | 2019-01-01 |
| publisher | Public Library of Science (PLoS) |
| record_format | Article |
| series | PLoS ONE |
| spelling | doaj.art-7be8de2f971643a0aa8631efa7d0dc202022-12-21T17:34:25ZengPublic Library of Science (PLoS)PLoS ONE1932-62032019-01-011411e022469610.1371/journal.pone.0224696An attempt to identify the issues underlying the lack of consistent conceptualisations in the field of student mathematics-related beliefs.José Manuel Diego-MantecónTeresa F BlancoJosé M ChamosoMaría José CáceresThis 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 sub-constructs 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.https://doi.org/10.1371/journal.pone.0224696 |
| spellingShingle | José Manuel Diego-Mantecón Teresa F Blanco José M Chamoso María José Cáceres An attempt to identify the issues underlying the lack of consistent conceptualisations in the field of student mathematics-related beliefs. PLoS ONE |
| title | An attempt to identify the issues underlying the lack of consistent conceptualisations in the field of student mathematics-related beliefs. |
| title_full | An attempt to identify the issues underlying the lack of consistent conceptualisations in the field of student mathematics-related beliefs. |
| title_fullStr | An attempt to identify the issues underlying the lack of consistent conceptualisations in the field of student mathematics-related beliefs. |
| title_full_unstemmed | An attempt to identify the issues underlying the lack of consistent conceptualisations in the field of student mathematics-related beliefs. |
| title_short | An attempt to identify the issues underlying the lack of consistent conceptualisations in the field of student mathematics-related beliefs. |
| title_sort | attempt to identify the issues underlying the lack of consistent conceptualisations in the field of student mathematics related beliefs |
| url | https://doi.org/10.1371/journal.pone.0224696 |
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