Measuring Beliefs about
Mathematical Problem Solving
Presenter: Chun-Yi Lee
Advisor: Ming-Puu Chen
Kloosterman, P. & Stage, F. K. (1992). Measuring beliefs
about mathematical problem solving. School Science and
Mathematics, 92(3), 109-114.
Introduction
Students and the public in general have
varying beliefs about mathematics as a
subject and about the individual as a
learner of mathematics.
Some of these beliefs make students want to
learn mathematics.
Unfortunately, many students also have beliefs
that actually hinder interest in, and
understanding of, the subject.
Introduction
 At the present time, no instruments are available
for measuring student beliefs about the
discipline of mathematics or about how
mathematics is learned.
 The purpose of this study was to develop and
validate a set of belief scales for measuring
secondary school and college students’ beliefs
about mathematics as a subject and about how
mathematics is learned.
Beliefs and Motivation
Increasing a students’ belief that
mathematics is useful will often increase
motivation and thus achievement.
Beliefs about Mathematical Problem
Solving
 I can solve time-consuming mathematics
problems.
 There are word problems that cannot be solved
with simple, step-by-step procedures.
 Understanding concepts is important in
mathematics.
 Word problems are important in mathematics.
 Effort can increase mathematics ability.
Results
Results
Discussion
 The reliability coefficient of the importance of
word problems scale was considerably lower
than any of the other coefficients.
Two of the items mention word problems in relation to
computational skill, three items mention word problems
without regard to computational skill, and one item
mentions application of computational skill but not
specifically to word problems.
The meaning if the term “word problem”, is not
consistent across mathematics teachers or textbooks.
Discussion
Using the Indiana Mathematics Belief
Scales
Because usefulness is an important component
of motivation in mathematics and thus 6-item
version of the Fennema-Sheramn Usefulness of
Mathematics Scale may also be used when
using the Indiana Scales.