Open this publication in new window or tab >>2017 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 15, no 4, p. 759-776Article in journal (Refereed) Published
Abstract [en]
Students’ beliefs and problem solving are connected, and have been studied in different contexts. One of the common results of previous research is that students tend to prefer routine, algorithmic approaches to mathematical tasks. This study explores Swedish upper secondary school students’ beliefs and reasoning when solving non-routine tasks. The results regarding the beliefs indicated by the students were categorized relying on previous research and included expectations, motivational beliefs, and security. For example students expected tasks to be solvable by a known algorithm. Students also expressed an insecurity regarding their own reasoning. A variety of approaches to the tasks in terms of the reasoning used were found. Even though the tasks were designed to demand more than imitation of algorithms, students on several occasions used this method and failed to solve the tasks. Our study implies that there is more to create a problem solving learning environment than just to give students non-routine tasks.
Place, publisher, year, edition, pages
Springer Netherlands, 2017
Keywords
Beliefs, mathematical reasoning, non-routine tasks, problem solving, upper secondary school
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-117561 (URN)10.1007/s10763-016-9712-3 (DOI)000395003700010 ()2-s2.0-84959365078 (Scopus ID)
2015-05-082015-05-042018-03-23Bibliographically approved