Domain specific and general epistemological beliefstheir effects on mathematics

• Marlene Schommer Aikins ^[1] ; Orpha K. Duell ^[1]
  1. [1] Wichita State University

     Wichita State University

     City of Wichita, Estados Unidos

     
• Localización: Revista de investigación educativa, RIE, ISSN-e 1989-9106, ISSN 0212-4068, Vol. 31, Nº 2, 2013, págs. 317-330
• Idioma: inglés
• DOI: 10.6018/rie.31.2.170911
• Títulos paralelos:
  • Creencias epistemológicas de dominio específico y general. Efectos sobre la habilidad matemática
• Enlaces
  • Texto completo
• Dialnet Métricas: 5 Citas
• Resumen
  • español

    Para entender cómo influyen las creencias epistemológicas (creencias acerca del conocimiento y del aprendizaje) sobre la resolución de problemas matemáticos, se aplicó un cuestionario sobre las creencias de ámbito general y ámbito específico (resolución de problemas matemáticos) a más de 700 estudiantes universitarios. Asimismo, los participantes llevaron a cabo dos tareas matemáticas: una que evaluaba la profundidad cognitiva, y otra sobre resolución de problemas. Con un solo análisis factorial exploratorio se extrajeron dos factores, uno sobre creencias epistemológicas y otro matemático. Además, aquellos estudiantes con altos conocimientos previos matemáticos mostraron consistencia entre las creencias epistemológicas de ámbito general y de ámbito específico. En cambio, los estudiantes con menos conocimientos previos matemáticos fueron significativamente diferentes en los dos niveles de especificidad de las creencias. Las comparaciones llevadas a cabo entre los path analyses mostraron efectos indirectos de las creencias epistemológicas generales y efectos directos de las creencias epistemológicas de ámbito específico sobre el rendimiento matemático.

  • English

    In order to understand how epistemological beliefs (beliefs about knowledge and learning) influence mathematical problem solving, over 700 college students completed a domain general and a domain specific (mathematical problem-solving) beliefs questionnaire. In addition, they completed two mathematical tasks, one that assessed cognitive depth and the other problem solving. Mathematical and general epistemological belief factors emerged from a single exploratory factor analysis. Furthermore, students with high mathematical background showed consistency between domain general and domain specific epistemological beliefs, whereas, students with less mathematical background were significantly different between the two levels of belief specificity. Comparisons among path analyses revealed indirect effects of general epistemological beliefs and direct effects of domain specific epistemological beliefs on mathematical performance.

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