Studying Mathematics at University Level: A Sequential Cohort Study for Investigating Connotative Aspects of Epistemological Beliefs

Autor/inn/en	Schreck, Anna; Groß Ophoff, Jana; Rott, Benjamin
Titel	Studying Mathematics at University Level: A Sequential Cohort Study for Investigating Connotative Aspects of Epistemological Beliefs
Quelle	In: International Journal of Mathematical Education in Science and Technology, 54 (2023) 8, S.1634-1648 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Groß Ophoff, Jana) ORCID (Rott, Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2023.2184281
Schlagwörter	Mathematics Education; Sequential Approach; Secondary School Teachers; Student Attitudes; Epistemology; Higher Education; Intellectual Disciplines; Majors (Students); Comparative Analysis; Elementary School Teachers; Teacher Education Programs; Foreign Countries; Mathematics Instruction; Germany + Suchen Sie Ihr Suchwort? Mathematische Bildung; Schrittfolge; Schülerverhalten; Erkenntnistheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geisteswissenschaften; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Mathematics lessons; Mathematikunterricht; Deutschland
Abstract	In modern information societies, evaluating information, data, or knowledge claims is crucial. As these activities are influenced by epistemological beliefs, such beliefs are a key element of education in the sense that educational institutions intend to prepare students for professional and social life. Hence, this study aims to examine the development of students' epistemological beliefs about mathematics in the course of studying mathematics at university level. In a sequential cohort study, 1774 responses of mathematics students were surveyed in three consecutive years. The participants rated claims about the nature of mathematical knowledge in a spontaneous manner - a research procedure stimulating their connotative aspects of epistemological beliefs. Analyses showed that students hold different epistemological beliefs regarding 'mathematics as a scientific discipline' and 'mathematics as a school subject' -- with mathematics major students and future upper secondary school teachers rating 'mathematics as a school subject' to be relatively simple and superficial compared to future primary school and lower secondary school teachers. Nonetheless, all student groups find 'mathematics as a scientific discipline' to be significantly more complex and profound than 'mathematics as a school subject'. Interestingly, the domain-specific beliefs remain rather stable in the course of studies regardless of the students' study programme. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01