Sistema de creencias sobre las matemáticas en alumnos de secundaria

Inés Mª Gómez-chacón


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.

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Revista Complutense de Educación
ISSN-e 1988-2793

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