Examining epistemic beliefs across conceptual and procedural knowledge in statistics

ZDM - International Journal on Mathematics Education

Volumn 43, Issue 4, 2011, Pages 507-519

  Muis, Krista R ^a   Franco, Gina M ^a   Gierus, Bogusia ^a  

^a MCGILL UNIVERSITY   (Canada)

Author keywords

Epistemic beliefs; Knowledge representations; Statistics knowledge

Indexed keywords

EID: 84867477880     PISSN: 18639690     EISSN: 18639704     Source Type: Journal    
DOI: 10.1007/s11858-011-0337-2     Document Type: Article

References (51)

1. Alexander, P. A. (1992). Domain knowledge: Evolving issues and emerging concerns. Educational Psychologist, 27, 33-51.
2. Alexander, P. A., Schallert, D. L., & Hare, V. C. (1991). Coming to terms: How researchers in learning and literacy talk about knowledge. Review of Educational Research, 61, 315-343.
3. Buehl, M. M., & Alexander, P. A. (2006). Examining the dual nature of epistemological beliefs. International Journal of Educational Research, 45, 28-42.
4. Buehl, M. M., Alexander, P. A., & Murphy, P. K. (2002). Beliefs about schooled knowledge: Domain specific or domain general? Contemporary Educational Psychology, 27, 415-449.
5. Burr, J. E., & Hofer, B. K. (2002). Personal epistemology and theory of mind: Deciphering young children's beliefs about knowledge and knowing. New Ideas in Psychology, 20, 199-224.
6. Carter, C. S., & Yackel, E. (1989). A constructivist perspective on the relationship between mathematical beliefs and emotional acts. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.
7. De Corte, E., Op't Eynde, P., & Verschaffel, L. (2002). "Knowing what to believe": The relevance of students' mathematical beliefs for mathematics education. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 297-320). Mahwah, NJ: Erlbaum.
8. Dionne, J. J. (1984). The perception of mathematics among elementary school teachers. In J. M. Moser (Ed.), Proceedings of the 6th annual meeting of the North American chapter of the international group for the psychology of mathematics education (pp. 223-228). Madison, WI: University of Wisconsin.
9. Ernest, P. (1991). The philosophy of mathematics education. Hampshire: The Falmer Press.
10. Frank, M. L. (1988). Problem solving and mathematical beliefs. Arithmetic Teacher, 35, 32-34.
11. Garofalo, J. (1989). Beliefs and their influence on mathematical performance. Mathematics Teacher, 82, 502-505.
12. Greene, J., Muis, K. R., & Pieschl, S. (2010). Modeling, measuring, and fostering interactions between epistemic beliefs and selfregulated learning in computer-based learning environments. Educational Psychologist, 45, 245-257.
13. Hammer, D. H., & Elby, A. (2002). On the form of personal epistemology. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 169-190). Mahwah, NJ: Lawrence Erlbaum Associates.
14. Hammer, D. H., & Elby, A. (2003). Tapping epistemological resources for learning physics. Journal of the Learning Sciences, 12, 53-90.
15. Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378-405.
16. Hofer, B. K. (2004). Epistemological understanding as a metacognitive process: Thinking aloud during online searching. Educational Psychologist, 39, 43-55.
17. Hofer, B. K. (2009). Online learning and epistemic understanding in adolescence: Preliminary findings. Paper presented at the biennial meeting of the European Association for Research on Learning and Instruction.
18. Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-140.
19. King, P. M., Wood, P. K., & Mines, R. A. (1990). Critical thinking among college and graduate students. The Review of Higher Education, 13, 167-186.
20. Kline, R. (1998). Principles and practice of structural equation modeling. New York: Guilford Press.
21. Kloosterman, P., & Cougan, M. C. (1994). Students' beliefs about learning school mathematics. The Elementary School Journal, 94, 375-388.
22. Kloosterman, P., Raymond, A., & Emenaker, C. (1996). Students' beliefs about mathematics: A three year study. Elementary School Journal, 97, 39-56.
23. Limón, M. (2006). The domain generality-specificity of epistemological beliefs: A theoretical problem, a methodological problem or both? International Journal of Educational Research, 45, 7-27.
24. Louca, L., Elby, A., Hammer, D., & Kagey, T. (2004). Epistemological resources: Applying a new epistemological framework to science instruction. Educational Psychologist, 39, 57-68.
25. Mason, L., Boldrin, A., & Zurlo, G. (2006). Epistemological understanding in different judgment domains: Relationships with gender, grade level, and curriculum. International Journal of Educational Research, 45, 43-56.
26. McLeod, D. B. (1992). Research on affect and mathematics education: A reconceptualization. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 575-596). New York: Macmillan.
27. Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis of research. Review of Educational Research, 74, 317-377.
28. Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42, 173-190.
29. Muis, K. R. (2008). Epistemic profiles and self-regulated learning: Examining relations in the context of mathematics problem solving. Contemporary Educational Psychology, 33, 177-208.
30. Muis, K. R., Bendixen, L. D., & Haerle, F. (2006). Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review, 18, 3-54.
31. Muis, K. R., & Foy, M. J. (2010). The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics. In L. D. Bendixen & F. Haerle (Eds.), Personal epistemology in the classroom: Theory, research, and implications for practice (pp. 435-469). NY: Cambridge University Press.
32. Muis, K. R., & Franco, G. M. (2009a). Epistemic beliefs: Setting the standards in self-regulated learning. Contemporary Educational Psychology, 34, 306-318.
33. Muis, K. R., & Franco, G. M. (2009b). Examining variations in epistemic beliefs across conceptual and procedural knowledge in statistics. Paper presented at the European Association for Research on Learning and Instruction, Amsterdam.
34. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
35. National Council of Teachers of Mathematics. (2010). Mathematics education organizations unite to support implementation of common core state standards. Reston, VA: Author.
36. Op't Eynde, P., de Corte, E., & Verschaffel, L. (2006). Epistemic dimensions of students' mathematics-related belief systems. International Journal of Educational Researcher, 45, 57-70.
37. Paulsen, M. B., & Wells, C. T. (1998). Domain differences in the epistemological beliefs of college students. Research in Higher Education, 39, 365-384.
38. Pintrich, P. R. (2002). Future challenges and direction for theory and research on personal epistemology. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 389-414). Mahwah, NJ: Lawrence Erlbaum Associates.
39. Rolka, K., & Bulmer, M. (2005). Picturing student beliefs in statistics. Zentralblatt für Didaktik der Mathematik, 37, 412-417.
40. Schoenfeld, A. H. (1985). Mathematical problem solving. New York: Academic Press.
41. Schoenfeld, A. H. (1988). When good teaching leads to bad results: The disasters of "well taught" mathematics courses. Educational Psychologist, 23, 145-166.
42. Schoenfeld, A. H. (1989). Exploration of students' mathematical beliefs and behavior. Journal for Research in Mathematics Education, 20, 338-355.
43. Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498-504.
44. Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85, 406-411.
45. Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84, 435-443.
46. Schommer, M., & Walker, K. (1995). Are epistemological beliefs similar across domains? Journal of Educational Psychology, 87, 424-432.
47. Stahl, E. (2009). Film versus text: The impact of representational formats on epistemological judgments. Paper presented at the European Association of Research on Learning and Instruction, Amsterdam.
48. Stahl, E., & Bromme, R. (2007). The CAEB: An instrument for measuring connotative aspects of epistemological beliefs. Learning and Instruction, 17, 773-785.
49. Thompson, A. G. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). New York: Macmillan.
50. Törner, G., & Grigutsch, S. (1994). Mathematische Weltbilder bei Studienanfängern eine Erhebung. Journal für Mathematik-Didaktik, 15, 211-251.
51. Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27, 458-477.