High School Students' Beliefs about Mathematical Problem Solving: A Cluster Analysis

Autor/inn/en	Sintema, Edgar J.; Mosimege, Mogege
Titel	High School Students' Beliefs about Mathematical Problem Solving: A Cluster Analysis
Quelle	In: Mathematics Teaching Research Journal, 15 (2023) 1, S.68-83 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Secondary School Mathematics; High School Students; Student Attitudes; Beliefs; Mathematics Skills; Problem Solving; Concept Formation; Relevance (Education); Self Efficacy; Mathematics Curriculum; Curriculum Implementation; Foreign Countries; Zambia + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Belief; Glaube; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Concept learning; Begriffsbildung; Relevance; Relevanz; Self-efficacy; Selbstwirksamkeit; Ausland; Sambia
Abstract	This paper investigates profiles of high school students' mathematical problem-solving beliefs following the introduction of a new mathematics curriculum. In this quantitative study, 490 high school students responded to a mathematical problem-solving beliefs questionnaire to provide data about their beliefs related to mathematical problem solving. A cluster random sampling technique was used to select participants for the study. To accomplish the major goals of the study, a K-means clustering technique was conducted to analyze patterns that were discernible from their beliefs. In addition, a one-way ANOVA conducted to examine mean differences of their beliefs between clusters. Results revealed that, in general, students strongly believe that conceptual understanding is important in mathematics. In one of the clusters students hold strong beliefs about the usefulness of mathematics in their day-to-day lives while in another cluster it was strongly believed that effort was key for one to increase their mathematical ability. Results are important for students' confidence to solve mathematical problems and for implementation of a problem-solving approach in the new mathematics curriculum. (As Provided).
Anmerkungen	City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01