Abstract

Students learn many different concepts throughout their mathematical careers. In order to be successful in mathematics, students should be able to transfer these mathematical concepts learned in one situation and apply them to a new situation. There are many factors that might affect how students transfer knowledge; however research has focused mostly upon cognitive factors, even though affective factors might also exhibit a strong influence. This study examined how students' mathematical beliefs, specifically beliefs about mathematics education and self-efficacy, affect the transfer process. Data were collected from three middle school students. These data were collected through in-class observations, students' written work, and student interviews. The analysis of this data has shown that students' beliefs about mathematics education can affect specific steps in the transfer process as well as the transfer process in general. The data also showed that self-efficacy can influence the transfer process, but that this influence is mediated by the students' other mathematical beliefs.

Degree

MA

College and Department

Physical and Mathematical Sciences; Mathematics Education

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2014-11-01

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd7316

Keywords

actor-oriented, affective factors, mathematical beliefs, self-efficacy, transfer

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