Do student beliefs have a relationship with mathematics learning outcomes?
This study aims to describe a relationship between beliefs and mathematics learning outcomes. We have collected empirical evidence about relationship between beliefs and mathematics learning outcomes from a reputable online journal database and synthesized using a systematic literature method. Sixte...
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| creator | Faruq, Hammam Al Hidayati, Kana |
| description | This study aims to describe a relationship between beliefs and mathematics learning outcomes. We have collected empirical evidence about relationship between beliefs and mathematics learning outcomes from a reputable online journal database and synthesized using a systematic literature method. Sixteen articles were found meet the following criteria: (1) Published between 2000-2020, (2) Articles contain empirical evidence about the relationship between beliefs and mathematics learning outcomes, (3) Research subjects are students both from elementary school to higher education. The results showed that beliefs have a positive relationship with student mathematics learning outcomes in cognitive aspect and have a positive and negative relationship in affective aspect. From the cognitive aspect, belief have a positive correlation with achievement, problem solving, and conceptual understanding. While from the affective aspect, beliefs have a positive correlation with motivation and a negative correlation with math-anxiety. |
| doi_str_mv | 10.1063/5.0109503 |
| format | Conference Proceeding |
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We have collected empirical evidence about relationship between beliefs and mathematics learning outcomes from a reputable online journal database and synthesized using a systematic literature method. Sixteen articles were found meet the following criteria: (1) Published between 2000-2020, (2) Articles contain empirical evidence about the relationship between beliefs and mathematics learning outcomes, (3) Research subjects are students both from elementary school to higher education. The results showed that beliefs have a positive relationship with student mathematics learning outcomes in cognitive aspect and have a positive and negative relationship in affective aspect. From the cognitive aspect, belief have a positive correlation with achievement, problem solving, and conceptual understanding. 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We have collected empirical evidence about relationship between beliefs and mathematics learning outcomes from a reputable online journal database and synthesized using a systematic literature method. Sixteen articles were found meet the following criteria: (1) Published between 2000-2020, (2) Articles contain empirical evidence about the relationship between beliefs and mathematics learning outcomes, (3) Research subjects are students both from elementary school to higher education. The results showed that beliefs have a positive relationship with student mathematics learning outcomes in cognitive aspect and have a positive and negative relationship in affective aspect. From the cognitive aspect, belief have a positive correlation with achievement, problem solving, and conceptual understanding. 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We have collected empirical evidence about relationship between beliefs and mathematics learning outcomes from a reputable online journal database and synthesized using a systematic literature method. Sixteen articles were found meet the following criteria: (1) Published between 2000-2020, (2) Articles contain empirical evidence about the relationship between beliefs and mathematics learning outcomes, (3) Research subjects are students both from elementary school to higher education. The results showed that beliefs have a positive relationship with student mathematics learning outcomes in cognitive aspect and have a positive and negative relationship in affective aspect. From the cognitive aspect, belief have a positive correlation with achievement, problem solving, and conceptual understanding. While from the affective aspect, beliefs have a positive correlation with motivation and a negative correlation with math-anxiety.</abstract><cop>Melville</cop><pub>American Institute of Physics</pub><doi>10.1063/5.0109503</doi><tpages>6</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0094-243X |
| ispartof | AIP conference proceedings, 2022, Vol.2575 (1) |
| issn | 0094-243X 1551-7616 |
| language | eng |
| recordid | cdi_scitation_primary_10_1063_5_0109503 |
| source | AIP Journals Complete |
| subjects | Correlation Learning Mathematical analysis |
| title | Do student beliefs have a relationship with mathematics learning outcomes? |
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