Framing Students’ Mathematics-Related Beliefs

摘要: Despite the general agreement among researchers today that students’ beliefs have an important influence on mathematical problem solving there is still a lack of clarity from conceptual viewpoint. In this chapter we present literature review available categorizations or models related to mathematics learning and solving. These reveal although they all cover broad spectrum relevant beliefs, appears be no consensus structure content categories A philosophical psychological analysis nature enables us come deeper understanding development functioning clarify relation between knowledge. The insights developed through result in elaborated concrete definition mathematics-related allow develop theoretical framework coherently integrates major components prevalent beliefs. We differentiate about education, self, social context, i.e., class context.