Research in Mathematical Education (한국수학교육학회지시리즈D:수학교육연구)

Korean Society of Mathematical Education (한국수학교육학회)
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Enhancing Student Beliefs about Mathematical Problem Solving: Effects of a Problem-Solving based Intervention

  • Deng, Feng (National Institute of Education, Nanyang Technological University) ;
  • Tay, Eng Guan (National Institute of Education, Nanyang Technological University) ;
  • Toh, Tin Lam (National Institute of Education, Nanyang Technological University) ;
  • Leong, Yew Hoong (National Institute of Education, Nanyang Technological University) ;
  • Quek, Khiok Seng (National Institute of Education, Nanyang Technological University) ;
  • Toh, Pee Choon (National Institute of Education, Nanyang Technological University) ;
  • Dindyal, Jaguthsing (National Institute of Education, Nanyang Technological University) ;
  • Ho, Foo Him (Ministry of Education)
  • Received : 2014.08.15
  • Accepted : 2015.03.16
  • Published : 2015.03.31
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Abstract

Previous studies indicated that students tended to hold less satisfactory beliefs about the discipline of mathematics, beliefs about themselves as learners of mathematics, and beliefs about mathematics teaching and learning. However, only a few studies had developed curricular interventions to change students' beliefs. This study aimed to examine the effect of a problem-solving curriculum (i.e., Mathematical Problem Solving for Everyone, MProSE) on Singaporean Grade 7 students' beliefs about mathematical problem solving (MPS). Four classes (n =142) were engaged in ten lessons with each comprising four stages: understand the problem, devise a plan, carry out the plan, and look back. Heuristics and metacognitive control were emphasized during students' problem solving activities. Results indicated that the MProSE curriculum enabled some students to develop more satisfactory beliefs about MPS. Further path analysis showed that students' attitudes towards the MProSE curriculum are important predictors for their beliefs.

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References

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