RT Journal Article
T1 An attempt to identify the issues underlying the lack of consistent conceptualisations in the field of student mathematics-related beliefs
A1 Diego Mantecón, José Manuel
A1 Fernández Blanco, María Teresa
A1 Chamoso, José María
A1 Cáceres, María José
K1 Mathematics
K1 Human learning
K1 Psychometrics
K1 Measurement
K1 Teachers
K1 Cross-cultural studies
K1 Research design
K1 Psychological attitudes
AB This paper aims to clarify the inconsistencies present in the field of student mathematics-related beliefs. Despite the general agreement about the important role that beliefs play in the learning of mathematics, the study of student mathematics-related beliefs has resulted in a body of uncoordinated research. The lack of consensus on defining and classifying beliefs has generated much confusing terminology, preventing a consistent conceptualization of the phenomenon. To identify the problem underlying existing inconsistencies, we have undertaken a systematic review of the literature to analyse the belief conceptualisations proposed by the most cited authors in this field of research. Our analysis suggests that authors often fail to conceptualise beliefs in four important ways: existing theories related to the phenomenon under research are normally not considered; definitions are often too broad and do not clearly confine the construct under evaluation; and existing beliefs sub-constructs are rarely defined and thus not explicitly distinguished. Our study has also revealed that some of the scales developed to measure the belief constructs lack of content and internal validity. We believe that these findings open new lines of research that may help to clarify the field of student mathematics-related beliefs.
PB Plos
YR 2019
FD 2019
LK http://hdl.handle.net/10347/24955
UL http://hdl.handle.net/10347/24955
LA eng
NO Diego-Mantecón, J. M., Blanco, T. F., Chamoso, J. M., & Cáceres, M. J. (2019). An attempt to identify the issues underlying the lack of consistent conceptualisations in the field of student mathematics-related beliefs. PloS one, 14(11), e0224696.
NO This work was supported by Horizon 2020 (710577), Ministerio de Ciencia e Innovación (EDU2017-84979-R), Erasmus+ (2017-1-ES01-KA203-038491) and (2019-1-CZ01-KA201-061377), Ministerio de Ciencia e Innovación (PGC2018-100758-B-I00), RED8-Educación matemática y formación de profesores (EDU2016-81994-REDT) and Junta de Castilla y León (Q3718001E)
DS Minerva
RD 25 abr 2026