Belief systems of students of mathematics: Classroom context influences

Abstract

This article describes the nature and structure of systems of beliefs of a group of secondary level students, which were elicited by means of a questionnaire designed for this purpose with a distinct organising focus. The relations between beliefs, gender, socio-cultural context, achievement level, and the study area chosen by students are identifi ed. Through case studies we investigate the relations existing between the role and behaviour of the teacher, the teaching style in the classroom and the beliefs of the students.