Sistema de creencias sobre las matemáticas en alumnos de secundaria

Abstract

This article describes the nature and structure of systems of beliefs of a group of secondary level students in Spain and Belgium (Flanders), which were elicited by means of a questionnaire designed for this purpose with a distinct organising focus. The Mathematics-Related Beliefs Questionnaire (MRBQ) measures four major components of students' mathematics-related belief systems: beliefs about the role and the functioning of their own teacher, beliefs about the significance of and competence in mathematics, beliefs about the Mathematics as a social activity, and beliefs about Mathematics as a domain of excellence. The internal structure of these belief systems as well as the relationship between students’ belief and gender, achievement level and track level were studied.

Keywords

• Comparative study
• Mathematics-related belief systems
• Mathematics learning
• Models of students’ beliefs
• Conceptualisation and measurement of beliefs
• Change of beliefs