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dc.contributor.authorPedersen, Ida Friestad
dc.contributor.authorHaavold, Per Øystein
dc.date.accessioned2023-08-21T08:12:52Z
dc.date.available2023-08-21T08:12:52Z
dc.date.issued2023-03-29
dc.description.abstractIn this paper, we investigate the learning experiences, beliefs and motivations of students in classes where the mathematics teachers have received support for using inquiry-based learning activities. Data were collected from 248 students in the age-range 11–16 using electronic questionnaires. Our results show that key features of inquiry-based mathematics were only moderately reflected in these students’ beliefs about the subject, their dispositions towards mathematics were less positive across the transition from primary to secondary school, and with respect to motivation this decline was stronger for girls than for boys. Furthermore, medium to strong correlations between belief- and motivation subdomains were found, for instance, students who view mathematics as a creative subject and/or have a growth mindset of mathematics also tend to find this subject enjoyable and perceive it as useful. Finally, our results indicate that inquiry-based teaching has a potential for fostering positive dispositions towards mathematics, as students who often experience inquiry-related activities in class also tend to see mathematics as a creative and interesting subject that will be useful for them in the future.en_US
dc.identifier.citationPedersen, Haavold. Students’ mathematical beliefs and motivation in the context of inquiry-based mathematics teaching. International Journal of Mathematical Education in Science and Technology. 2023en_US
dc.identifier.cristinIDFRIDAID 2139850
dc.identifier.doi10.1080/0020739X.2023.2189171
dc.identifier.issn0020-739X
dc.identifier.issn1464-5211
dc.identifier.urihttps://hdl.handle.net/10037/30104
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.relation.journalInternational Journal of Mathematical Education in Science and Technology
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2023 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283en_US
dc.subjectVDP::Social sciences: 200::Education: 280::Subject didactics: 283en_US
dc.titleStudents’ mathematical beliefs and motivation in the context of inquiry-based mathematics teachingen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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Attribution 4.0 International (CC BY 4.0)
Med mindre det står noe annet, er denne innførselens lisens beskrevet som Attribution 4.0 International (CC BY 4.0)