Browsing by Subject "Rendimiento matemático"

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    Domain Specific and General Epistemological Beliefs. Their Effects on Mathematics
    (Universidad de Murcia. Servicio de Publicaciones, 2013-06-06) Schommer-Aikins, Marlene; Duell, Orpha K.
    In order to understand how epistemological beliefs (beliefs about knowledge and learning) influence mathematical problem solving, over 700 college students completed a domain general and a domain specific (mathematical problem-solving) beliefs questionnaire. In addition, they completed two mathematical tasks, one that assessed cognitive depth and the other problem solving. Mathematical and general epistemological belief factors emerged from a single exploratory factor analysis. Furthermore, students with high mathematical background showed consistency between domain general and domain specific epistemological beliefs, whereas, students with less mathematical background were significantly different between the two levels of belief specificity. Comparisons among path analyses revealed indirect effects of general epistemological beliefs and direct effects of domain specific epistemological beliefs on mathematical performance. 
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    Rendimiento matemático en contextos bilingües: Análisis de la incidencia de algunas variables del contexto socio-educativo
    (2003-01-01) Pifarré Turmo, Manoli; Sanuy Burgués, Jaume; Huguet Canalis, Angel; Vendrell Serés, Contxita
    This work is situated in the bilingual context of the Lleida province. In this province two languages are in contact, the catalan and the Spanish, but in the family and in the school context the Catalan language is used more frequently than the Spanish language.In this context, our study analyses the influence of the variables of the social and educative context as such linguistic familiar condition and the social and professional condition of the family, and the individual variables as such: intellectual coefficient and self perception of mathematics achievement.The results of our work show, on one hand, the relevance of the language as a mediator for the teaching and learning of mathematics contents. The achievement of the students in mathematics is related with the knowledge and the use of the teaching language —the Catalan—.On the other hand, our work shows a significant correlation between the achievement in mathematics and the individual variables as the intellectual coefficient and the self-perception of the own achievement.