Beliefs, performance, and applicability of mathematics in learning for life: The multi-case study at secondary education institutes in Italy

Q1 Mathematics
Viviana Malvasi, J. Gil-Quintana
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引用次数: 0

Abstract

Our study stars with the aim of discovering if there is a relationship between the beliefs and perceptions that Italian High School students have towards mathematics and some factors as grade, macro area, type of school and academic performance. The methodological proposal that this study follows is based on the combination of quantitative and qualitative method. Regarding the quantitative design, the instrument used has been a survey filled out by 4845 students living in Italy. The qualitative methodology has focused on the discourse analysis of 12 in-depth interviews with the participation of secondary school teachers. Among the main results we found that the perception of mathematics as a useful subject just to count, calculate and measure can be considered among the causes of the decrease academic performance of the students of the Second Grade Secondary School compared to the Primary School, because many students consider utility of math just in its arithmetic aspect. In addition, while changes about beliefs by grade, macro area and type of school are not significant, we found correlations between some particular beliefs and performance in mathematics, confirming a connection between beliefs towards this discipline and academic performance. The novelty of our research is found in having specifically detected which are beliefs and perceptions related to academic performance. That opens the door for future research.
数学在终身学习中的信念、表现和适用性:意大利中学教育机构的多案例研究
我们的研究旨在发现意大利高中生对数学的信念和看法与年级、宏观地区、学校类型和学习成绩等因素之间是否存在关系。本研究遵循的方法建议是基于定量和定性相结合的方法。在定量设计方面,使用的工具是4845名生活在意大利的学生填写的调查问卷。质性方法着重于对12个中学教师参与的深度访谈的话语分析。在主要结果中,我们发现,与小学学生相比,二年级中学学生的学习成绩下降的原因之一是认为数学只是一门有用的学科,计算和测量,因为许多学生只考虑数学在算术方面的效用。此外,虽然年级、宏观区域和学校类型对信念的影响并不显著,但我们发现某些特定信念与数学成绩之间存在相关性,证实了对这一学科的信念与学业成绩之间的联系。我们研究的新颖之处在于,我们特别发现了哪些信念和认知与学习成绩有关。这为未来的研究打开了大门。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal on Mathematics Education
Journal on Mathematics Education Mathematics-Mathematics (all)
CiteScore
4.20
自引率
0.00%
发文量
13
审稿时长
10 weeks
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