Universität zu Köln

Rott, Benjamin ORCID: 0000-0002-8113-1584 . Inductive and deductive justification of knowledge: epistemological beliefs and critical thinking at the beginning of studying mathematics. Educ. Stud. Math.. DORDRECHT: SPRINGER. ISSN 1573-0816

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Abstract

Epistemological beliefs are considered to play an important role in processes of learning and teaching. However, research on epistemological beliefs is confronted with methodological issues as for traditionally used self-report instruments with closed items, problems with social desirability, validity, and capturing domain-specific aspects of beliefs have been reported. Therefore, a new instrument with open items has been developed to capture mathematics-related epistemological beliefs, focusing on the justification of knowledge. Extending a previous study, the study at hand uses a larger and more diverse sample as well as a refined methodology. In total, 581 mathematics students (Bachelor of Science as well as pre-service teachers) completed the belief questionnaire and a test for mathematical critical thinking. The results confirm that beliefs can empirically be distinguished into belief position and belief argumentation, with only the latter being correlated to critical thinking.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Rott, Benjamin UNSPECIFIED orcid.org/0000-0002-8113-1584 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-311430
DOI:	10.1007/s10649-020-10004-1
Journal or Publication Title:	Educ. Stud. Math.
Publisher:	SPRINGER
Place of Publication:	DORDRECHT
ISSN:	1573-0816
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language ACHIEVEMENT; TEACHERS; SCIENCE Multiple languages Education & Educational Research Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/31143