Personal Epistemology and Mathematics: A Critical Review and Synthesis of Research

By Krista R. Muis. 2004

439 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1a0226880ac1b5fed10ae925a787a306277d4e82

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Dimensions of students’ views of themselves as learners of mathematics (2011, background): “The importance of structuring beliefs is pointed out by Muis (2004) while referring to the work of Schommer-Aikens:”
A Case for Domain-Specific Curiosity in Mathematics (2019, background): “Students frequently have lots of experience solving mathematics problems in a short time frame and often espouse beliefs that they should be able to solve problems quickly, or not at all (Givvin et al. 2011; Muis 2004; Schoenfeld 1988).”
Knowledge and Epistemological Beliefs: An Intimate but Complicate Relationship (2008, background): “Further on, effects of epistemological beliefs were found in different discipline like mathematics (De Corte et al., 2002; Muis, 2004; Op’t Eynde et al., 2006) or history (Buehl & Alexander, 2005; Limon, 2005).”
Reading Into the Future: Competence for the 21st Century (2012, background): “…development, it is quite probable that readers possess certain nonfacilitative beliefs about knowledge and knowing that potentially hinder their attainment of competence, as has been found to varying degrees in other domains (Bråten et al., 2008; Muis, 2004; Schommer, 1990; VanSledright, 2002).”
Beyond Epistemological Deficits: Dynamic explanations of engineering students’ difficulties with mathematical sense-making (2011, background): “In classifying Jim’s epistemology as unproductive or ‘unavailing’ (Muis, 2004), we would be fitting into the general trend of literature on students’ epistemologies which typically assigns a robust epistemological ‘level,’ theory, or set of beliefs to a student, at least within a given discipline (H”
The Role of Epistemic Beliefs in Self-Regulated Learning (2007, background): “…the developmental frameworks (Kitchener & King, 1981; Kuhn, 1991; Perry, 1970), and the multidimensional frameworks (e.g., Hammer & Elby, 2002; Hofer & Pintrich, 1997; Schommer, 1990; see Hofer & Pintrich, 1997; Muis, 2004; and Schommer, 1998, for complete reviews of the various frameworks).”
Engineering Students' Intelligence Beliefs and Learning (2014, background): “Similarly, researchers have found differences in students’ beliefs about their intellectual ability between academic domains (Jehng, Johnson, & Anderson, 1993), although there is not consensus among experts regarding these findings (Muis, 2004).”
The use of inquiry in the development of preservice teacher efficacy in Mathematics and Science (2008, background): “Muis (2004) conducted an extensive synthesis of research on personal mathematical epistemology and its relation to cognition, motivation, and subsequent achievement.”
The Mathematical Nature of Reasoning-and-Proving Opportunities in Geometry Textbooks (2014, background): “Such conceptions of mathematical activities have been shown to be detrimental to students’ subsequent learning of mathematics (Muis, 2004).”
The first year university experience: using personal epistemology to understand effective learning and teaching in higher education (2009, background): “Availing beliefs Epistemological beliefs which help learning ( Muis 2004 ) Non-availing beliefs Epistemological beliefs which hinder learning (Muis 2004)”
Epistemic Metacognition in the Context of Information Searching on the Web (2008, background): “As pointed out by Hofer (2006) in response to Muis et al. (2006), individuals’ beliefs about knowledge and knowing can be identified as general epistemic beliefs (e.g., Schommer, 1990), a disciplinary perspective on beliefs (e.g., Buehl et al., 2002) and as discipline-specific beliefs, such as mathe”
Epistemological beliefs and epistemic strategies in self-regulated learning (2010, background): “This growing interest in personal epistemology stems at least partially from the finding that so called sophisticated epistemological beliefs are often related to better learning outcomes than “naïve” epistemological beliefs (e.g., Köller, 2001; Muis, 2004; Pieschl, Stahl, & Bromme, 2008; Schommer, ”
Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology (2011, background): “In addition, EC is important because epistemic beliefs (viewed as beliefs about knowledge and knowing) have been found to predict learning processes and outcomes (e.g., Bråten, Britt, Strømsø, & Rouet, 2011; Hofer, 2001; Muis, 2004).”