High School Students' Beliefs About Maths, Mathematical Problem Solving, and Their Achievement in Maths: A cross-sectional study

By Lucia Mason. 2003

114 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/26291a3d53c35641181e3ea22a2ce97960e43d11

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Krista R. Muis
2. Stella Vosniadou
3. B. Hofer
4. Jeffrey Alan Greene
5. Ivar Bråten
6. Jason A. Chen
7. Gale M. Sinatra
8. Helge I. Strømsø

In Experimental and Cognitive Psychology

1. Stella Vosniadou
2. B. Hofer
3. Krista R. Muis

Citations in the corpus

• The Cognitive-Situative Divide and the Problem of Conceptual Change (2007, background): “Also important are considerations about how to develop students' metaconceptual awareness, epistemological sophistication, and intentional learning (see Mason, 2003 ; Sinatra & Pintrich, 2003 ; Vosniadou, 2003 ).”
• Personal Epistemology and Mathematics: A Critical Review and Synthesis of Research (2004, methodology): “Mason (2003) examined high school students’ beliefs about mathematics, problem solving, and their achievement.”
• Personal Epistemology and Culture (2008, background): “relation between beliefs and theory change (Mason, 2000), intentional conceptual change (Mason, 2003b), problem solving in math ( Mason, 2003a ), etc.”