Students’ Mathematices Related Beliefs at Secondary Level: Sector-Wise Comparison
Abstract
to their beliefs about the subject of mathematics and their approach to mathematical non-routine problem solving. Their belief system was investigated sector-wise by utilizing the retrospective questionnaire and the data were collected from 400 students of District Buner. SPSS version 17 was used to analyze the date by applying t-test, ANOVA and inferential statistics. Their mathematics-related beliefs were classified into three categories, according to Daskalogianni and Simpson’s (2001) macro-belief systems, utilitarian, systematic and exploratory. General behavior of the learners’ problem solving strategies that reflected their general behavior in non-routine mathematical problem solving were identified, that include in systematic guess, check and revise; systematic guess, check and revise; trial-and-error; systematic listing; looking for a pattern; making a model; and considering a simple case. A weak positive linear relationship between learners’ mathematics-related belief systems and their approaches to non-routine problem solving was discovered.
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