Abstract
In this chapter we provide a brief overview of commonly used definitions of beliefs, ways in which beliefs are measured in general, and in mathematics education research in particular. Next we describe how the technique known as the Experience Sampling Method was used to infer students’ attitudes to, and beliefs about a range of daily activities, including those related to their (mathematical) studies. Briefly, on receipt of a signal sent six times per day for six consecutive days, our sample of mature age students1 was requested, through completion of a specially designed form, to record the activity in which they were currently engaged and their reactions to that activity. We argue that strengths of the approach adopted include the extended period of time used for data collection, the opportunity to gauge participant’ attitudes, beliefs, and emotions about the wide range of activities tapped, and to compare these with their beliefs about mathematics and the learning of mathematics.
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Leder, G.C., Forgasz, H.J. (2002). Measuring Methematical Beliefs and Their Impact on the Learning of Mathematics: A New Approach. In: Leder, G.C., Pehkonen, E., Törner, G. (eds) Beliefs: A Hidden Variable in Mathematics Education?. Mathematics Education Library, vol 31. Springer, Dordrecht. https://doi.org/10.1007/0-306-47958-3_6
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DOI: https://doi.org/10.1007/0-306-47958-3_6
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