Modelling the relationship among calculus scholars’ beliefs, critical thinking, elaboration, and problem-solving

The aim of this research was to establish a structural relation among calculus scholars’ beliefs, self-regulated learning (SRL) strategies, and problem-solving skills related to differential equations (DEs). To identify the relationships between different variables and their impact on DE problem-sol...

Full description

Saved in:
Bibliographic Details
Published inInternational electronic journal of mathematics education Vol. 20; no. 1; p. em0808
Main Authors Bibi, Aisha, Aurangzeb, Wajeeha, Tabassum, Farkhanda, Ahmad, Mushtaq
Format Journal Article
LanguageEnglish
Published East Sussex 01.02.2025
Subjects
Addition
Beliefs
Calculus
College Faculty
College Science
Critical Thinking
Distance Education
Educational Attainment
Electronic Journals
Equations (Mathematics)
Familiarity
Learning Processes
Learning Strategies
Mathematics
Mathematics Achievement
Mathematics Education
Periodicals
Problem solving
Secondary School Students
World Problems
Online AccessGet full text
ISSN1306-3030
1306-3030
DOI10.29333/iejme/15737

Cover

More Information
Summary:The aim of this research was to establish a structural relation among calculus scholars’ beliefs, self-regulated learning (SRL) strategies, and problem-solving skills related to differential equations (DEs). To identify the relationships between different variables and their impact on DE problem-solving, a correlational study design with an a priori model was established. Three questionnaires were utilized to measure the epistemological and useful mathematics beliefs and SRL of 430 higher secondary school students. Additionally, an evaluation test consisting of five DE tasks was administered. The results demonstrated that there was a strong correlation among epistemological mathematics beliefs, the perceived usefulness of the subject, SRL, and problem-solving. This study confirms (β = .29, T = 4.05, and p < 0.001) that students who perceive mathematics as useful tend to improve their problem-solving skills. Similarly, only elaborations (β = .06, T = 2.40, and p < 0.001) had shown the mediation role between beliefs and problem-solving. These findings highlight the potential use of these factors in improving students’ skills for solving the real tasks. A few important implications were also outlined to promote culture for deep and meaningful learning.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1306-3030
1306-3030
DOI:10.29333/iejme/15737