Mathematics Related Belief System and Word Problem-Solving in the Indonesian Context

Achmad Hidayatullah; Csaba Csíkos

doi:10.29333/ejmste/11902

Full Text (PDF)

Achmad Hidayatullah ¹ ^* , Csaba Csíkos ²

More Detail

¹ Doctoral School of Education, University of Szeged, HUNGARY² Department of Educational Evaluation and Planning, University of Szeged, HUNGARY^* Corresponding Author

Abstract

The purpose of the present study is to provide empirical evidence on the adaptation of the mathematics-related beliefs questionnaire (MRBQ) supplemented by info-communication technology-related items. Besides, we also investigate the relationship between their beliefs about mathematics and their ability in problem-solving mathematics. 234 grade eight students from five schools in Java, Indonesia, participated in this study. The questionnaire has appropriate reliability. To examine the validity of the questionnaire, factor analysis was applied, and regression analysis was conducted to explore students’ beliefs and their relation to their performance. Factor analysis revealed a good fit of the model; therefore, confirming the validity of MRBQ in the Indonesian context. Descriptive statistics showed students’ tendency to follow the nonrealistic approach when doing word problems. Regression analysis indicated the significant role of beliefs in mathematics predicting students’ performance on mathematical word problems.

Keywords

mathematics-related beliefs
ICT
problematic word problems

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 18, Issue 4, April 2022, Article No: em2094

https://doi.org/10.29333/ejmste/11902

Publication date: 16 Mar 2022

Article Views: 2327

Article Downloads: 1815

Open Access Disclosures References How to cite this article

Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

References

Andrews, P., & Diego-Mantecón, J. (2015). Instrument adaptation in cross-cultural studies of students’ mathematics-related beliefs: Learning from healthcare research. Compare: A Journal of Comparative and International Education, 45(4), 545-567. https://doi.org/10.1080/03057925.2014.884346
Asadullah, M. N., Perera, L. D. H., & Xiao, S. (2020). Vietnam’s extraordinary performance in the PISA assessment: A cultural explanation of an education paradox. Journal of Policy Modeling, 42(5), 913-932. https://doi.org/10.1016/j.jpolmod.2020.02.007
Atman Uslu, N., & Usluel, Y. K. (2019). Predicting technology integration based on a conceptual framework for ICT use in education. Technology, Pedagogy, and Education, 28(5), 517-531. https://doi.org/10.1080/1475939X.2019.1668293
Attard, C. (2018). Mobile technologies in the primary mathematics classroom: Engaging or not? In N. Calder, K. Larkin, & N. Sinclair (Eds.), Using mobile technologies in the teaching and learning mathematics (pp. 51-68). Springer. https://doi.org/10.1007/978-3-319-90179-4_4
Bonne, L., & Johnston, M. (2016). Students’ beliefs about themselves as mathematics learners. Thinking Skills and Creativity, 20, 17-28. https://doi.org/10.1016/j.tsc.2016.02.001
Brown, T. A. (2015). Confirmatory factor analysis for applied research. The Guilford Press.
Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21(2), 230-258. https://doi.org/10.1177/0049124192021002005
Buehl, M. M., & Alexander, P. A. (2005). Motivation and performance differences in students’ domain-specific epistemological belief profiles. American Educational Research Journal, 42(4), 697-726. https://doi.org/10.3102/00028312042004697
Cattell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1(2), 245-276. https://doi.org/10.1207/s15327906mbr0102_10
Chen, L.-K., Dorn, E., Krawitz, M., Lim, C. S. H., & Mourshed, M. (2017). Drivers of student performance: Insights from Asia. McKinsey and Company. https://learningportal.iiep.unesco.org/en/library/drivers-of-student-performance-insights-from-asia
Chen, X., Shu, D., & Zhu, Y. (2021). Investigating in-service foreign language teachers’ beliefs about using information and communication technology. The Asia-Pacific Education Researcher, 30(1), 59-70. https://doi.org/10.1007/s40299-020-00514-0
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge. https://doi.org/10.4324/9780203029053
Csíkos, C., & Szitányi, J. (2020). Teachers’ pedagogical content knowledge in teaching word problem-solving strategies. ZDM, 52, 165-178. https://doi.org/10.1007/s11858-019-01115-y
Csíkos, C., & Verschaffel, C. (2011). Mathematical literacy and the application of mathematical knowledge. In B. Csapó, & M. Szendrei (Eds.), Framework for diagnostic assessment of mathematics (pp. 57-93). Nemzeti Tankönyvkiadó [National Textbook Publisher].
Csíkos, C., Kelemen, R., & Verschaffel, L. (2011). Fifth-grade students’ approaches to and beliefs of mathematics word problem solving: A large sample Hungarian study. ZDM, 43(4), 561-571. https://doi.org/10.1007/s11858-011-0308-7
Das, K. (2019). Role of ICT for better mathematics teaching. International Journal of Education, 7(4), 19-28. https://doi.org/10.34293/education.v7i4.641
De Corte, E. (2015). Mathematics-related beliefs of Ecuadorian students of grades 8-10. International Journal of Educational Research, 72, 1-13. https://doi.org/10.1016/j.ijer.2015.03.006
Dewolf, T., Dooren, W. V., Cimen, E. E., & Verschaffel, L. (2013). The impact of illustrations and warnings on solving mathematical word problems realistically. The Journal of Experimental Education, 82(1), 103-120. https://doi.org/10.1080/00220973.2012.745468
Diego-Mantecón, J. D., Andrews, P., & Op’t Eynde, P. (2007b). Refining the mathematics-related beliefs questionnaire (MRBQ). In Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education (pp. 229-238).
Diego-Mantecón, J. M., & Andrews, P. (2008). Construct consistency in the assessment of students’ mathematics-related beliefs: A four-way cross-sectional pilot study. In Proceedings of the 11th International Congress on Mathematical Education (pp. 1-12).
Diego-Mantecón, J. M., & Córdoba-Gómez, F. J. (2019). Adaptación y validación del MRBQ (mathematics- related beliefs questionnaire) al contexto Colombiano con estudiantes de secundaria [Adaptation and validation of the MRBQ (mathematics-related beliefs questionnaire) to the Colombian context with high school students]. Educación Matemática [Mathematics Education], 31(1), 66-91. https://doi.org/10.24844/EM3101.03
Diego-Mantecón, J. M., Andrews, P., Op’t Eynde, P., & González-López, M. J. (2007a). Assessing the structure and sensitivity of the belief systems yielded by the revised mathematics-related beliefs questionnaire. In Proceedings of the British Society for Research into Learning Mathematics (pp. 31-36).
Fenanlampir, A., Batlolona, J. R., & Imelda, I. (2019). The struggle of Indonesian students in the context of TIMSS and PISA has not ended. International Journal of Civil Engineering and Technology, 10(02), 393-406.
Gliner, J. A., Morgan, G. A., & Leech, N. L. (2017). Research methods in applied settings: An integrated approach to design and analysis. Routledge. https://doi.org/10.4324/9781315723082
Greer, B. (1997). Modeling reality in mathematics classrooms: The case of word problems. Learning and Instruction, 7(4), 293-307. https://doi.org/10.1016/S0959-4752(97)00006-6
Greer, B., Verschaffel, L., & De Corte, E. (2003). “The answer is really 4.5”: Beliefs about word problems. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education (pp. 271-292). Kluwer Academic Publisher. https://doi.org/10.1007/0-306-47958-3_16
Habók, A., Magyar, A., Németh, M. B., & Csapó, B. (2020). Motivation and self-related beliefs as predictors of academic achievement in reading and mathematics: Structural equation models of longitudinal data. International Journal of Educational Research, 103, 101634. https://doi.org/10.1016/j.ijer.2020.101634
Hammer, M., Scheiter, K., & Stürmer, K. (2021). New technology, new role of parents: How parents’ beliefs and behavior affect students’ digital media self-efficacy. Computers in Human Behavior, 116, 106642. https://doi.org/10.1016/j.chb.2020.106642
Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement, 66(3), 393-416. https://doi.org/10.1177/0013164405282485
Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation with SPSS. Chapman & Hall/CRC. https://doi.org/10.1201/9781420011111
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20(1), 141-151. https://doi.org/10.1177/001316446002000116
Kiger, D., Herro, D., & Prunty, D. (2012). Examining the influence of a mobile learning intervention on third grade math achievement. Journal of Research on Technology in Education, 45(1), 61-82. https://doi.org/10.1080/15391523.2012.10782597
Kim, H., Ku, B., Kim, J. Y., Park, Y.-J., & Park, Y.-B. (2016). Confirmatory and exploratory factor analysis for validating the Phlegm pattern questionnaire for healthy subjects. Evidence-Based Complementary and Alternative Medicine, 2016, 2696019. https://doi.org/10.1155/2016/2696019
Kim, H.-Y. (2013). Statistical notes for clinical researchers: Assessing normal distribution (2) using skewness and kurtosis. Restorative Dentistry & Endodontics, 38(1), 52-54. https://doi.org/10.5395/rde.2013.38.1.52
Kyriakides, A. O., & Mavrotheris, M. M. (2018). When robot A.L.E.X. trains teachers how to teach mathematics. In N. Calder, K. Larkin, & N. Sinclair (Eds.), Using mobile technologies in the teaching and learning of mathematics (pp. 69-89). Springer. https://doi.org/10.1007/978-3-319-90179-4
Limón, M. (2006). The domain generality-specificity of epistemological beliefs: A theoretical problem, a methodological problem, or both? International Journal of Educational Research, 45(1-2), 7-27. https://doi.org/10.1016/j.ijer.2006.08.002
Lloret, S., Ferreres, A., Hernández, A., & Tomás, I. (2017). El análisis factorial exploratorio de los ítems: Análisis guiado según los datos empíricos y el software [The exploratory factorial analysis of the items: Guided analysis according to the empirical data and the software]. Anales de Psicología [Annals of Psychology], 33(2), 417. https://doi.org/10.6018/analesps.33.2.270211
Malakouti, S. K., Fatollahi, P., Mirabzadeh, A., Salavati, M., & Zandi, T. (2006). Reliability, validity, and factor structure of the GDS-15 in Iranian elderly. International Journal of Geriatric Psychiatry, 21(6), 588-593. https://doi.org/10.1002/gps.1533
Mcleod, D. B., & Mcleod, S. H. (2003). Synthesis-beliefs and mathematics education: Implication for learning teaching and research. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 115-123). Springer. https://doi.org/10.1007/0-306-47958-3_7
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2015). TIMSS 2015 international results in mathematics. TIMSS & PIRLS International Study Centre.
OECD. (2013). Mathematics self-beliefs and participation in mathematics-related activities. In PISA 2012 results: Ready to learn (volume III) (pp. 87-112). https://doi.org/10.1787/9789264201170-8-en
OECD. (2016). PISA 2015 results (Volume 1): Excellence and equity in education. OECD Publishing. https://doi.org/10.1787/9789264266490-en
OECD. (2019). PISA 2018 results combined executive summaries volume I, II & III. www.ooecd.org/about/publishing/corrigenda.htm.
Op’t Eynde, P., & De Corte, E. (2003). Students’ mathematics-related belief systems: Design and analysis of a questionnaire [Paper presentation]. The Annual Meeting of the American Educational Research Association, Chicago, IL, USA.
Op’t Eynde, P., De Corte, E., & Verschaffel, L. (2006). Epistemic dimensions of students’ mathematics-related belief systems. International Journal of Educational Research, 45(1), 57-70. https://doi.org/10.1016/j.ijer.2006.08.004
Ozkal, N. (2019). Relationships between self-efficacy beliefs, engagement, and academic performance in math lessons. Cypriot Journal of Educational Sciences, 14(2), 190-200. https://doi.org/10.18844/cjes.v14i2.3766
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307
Pedrero, V., & Manzi, J. (2020). Self-beliefs, engagement, and motivation in science and mathematics: Are they universal? International Journal of Educational Research, 101, 101562. https://doi.org/10.1016/j.ijer.2020.101562
Pongsakdi, N., Kajamies, A., Veermans, K., Lertola, K., Vauras, M., & Lehtinen, E. (2020). What makes mathematical word problem-solving challenging? Exploring the roles of word problem characteristics, text comprehension, and arithmetic skills. ZDM, 52, 33-44. https://doi.org/10.1007/s11858-019-01118-9
Reusser, K., & Stebler, R. (1997). Every word problem has a solution—The social rationality of mathematical modeling in schools. Learning and Instruction, 7(4), 309-327. https://doi.org/10.1016/S0959-4752(97)00014-5
Sangcap, P. G. A. (2010). Mathematics-related beliefs of Filipino college students: Factors affecting mathematics and problem solving performance. Procedia-Social and Behavioral Sciences, 8, 465-475. https://doi.org/10.1016/j.sbspro.2010.12.064
Schoenfeld, A. H. (1985). Mathematical problem-solving. Academic Press.
Schommer‐Aikins, M., Duell, O. K., & Hutter, R. (2005). Epistemological beliefs, mathematical problem-solving beliefs, and academic performance of middle school students. The Elementary School Journal, 105(3), 289-304. https://doi.org/10.1086/428745
Talan, T. (2020). The effect of mobile learning on learning performance: A meta-analysis study. Educational Sciences: Theory & Practice, 20(1), 79-103. https://doi.org/10.12738/jestp.2020.1.006
Tarmizi, R. A., & Tarmizi, M. A. A. (2010). Analysis of mathematical beliefs of Malaysian secondary school students. Procedia-Social and Behavioral Sciences, 2, 4702-4706. https://doi.org/10.1016/j.sbspro.2010.03.753
Turel, V., Calik, S., & Doganer, A. (2015). Tertiary students’ ICT self-efficacy beliefs and the factors affecting their ICT-use. International Journal of Information and Communication Technology Education, 11(2), 90-104. https://doi.org/10.4018/ijicte.2015040108
Vekiri, I. (2010). Boys’ and girls’ ICT beliefs: Do teachers matter? Computers & Education, 55(1), 16-23. https://doi.org/10.1016/j.compedu.2009.11.013
Verschaffel, L., De Corte, E., & Lasure, S. (1994). Realistic considerations in mathematical modeling of school arithmetic word problems. Learning and Instruction, 4(4), 273-294. https://doi.org/10.1016/0959-4752(94)90002-7
Verschaffel, L., Depaepe, F., & Mevarech, Z. (2019). Learning mathematics in metacognitively oriented ICT-based learning environments: A systematic review of the literature. Education Research International, 2019, 3402035. https://doi.org/10.1155/2019/3402035
Verschaffel, L., Van Dooren, W., Greer, B., & Mukhopadhyay, S. (2010). Reconceptualising word problems as exercises in mathematical modelling. Journal Für Mathematik-Didaktik [Journal for Mathematics Didactics], 31, 9-29. https://doi.org/10.1007/s13138-010-0007-x
Wang, G., Zhang, S., & Cai, J. (2019). Chinese high school students’ mathematics-related beliefs and their perceived mathematics achievement: A focus on teachers’ praise. EURASIA Journal of Mathematics, Science and Technology Education, 15(7), em1713. https://doi.org/10.29333/ejmste/105875
Watkins, M. W. (2018). Exploratory factor analysis: A guide to best practice. Journal of Black Psychology, 44(3), 219-246. https://doi.org/10.1177/0095798418771807
Yin, H., Shi, L., Tam, W. W. Y., & Lu, G. (2020). Linking university mathematics classroom environments to student achievement: The mediation of mathematics beliefs. Studies in Educational Evaluation, 66, 100905. ttps://doi.org/10.1016/j.stueduc.2020.100905
Zhang, J., Zhou, F., Ge, X., Ran, X., Li, Y., Chen, S., Dai, X., Chen, D., & Jiang, B. (2018). Reliability and validity of an indicator system used to evaluate outpatient and inpatient satisfaction in Chinese hospitals. Patient Preference and Adherence, 12, 2527-2536. https://doi.org/10.2147/PPA.S186722

How to cite this article

APA

Hidayatullah, A., & Csíkos, C. (2022). Mathematics Related Belief System and Word Problem-Solving in the Indonesian Context. Eurasia Journal of Mathematics, Science and Technology Education, 18(4), em2094. https://doi.org/10.29333/ejmste/11902

Vancouver

Hidayatullah A, Csíkos C. Mathematics Related Belief System and Word Problem-Solving in the Indonesian Context. EURASIA J Math Sci Tech Ed. 2022;18(4):em2094. https://doi.org/10.29333/ejmste/11902

AMA

Hidayatullah A, Csíkos C. Mathematics Related Belief System and Word Problem-Solving in the Indonesian Context. EURASIA J Math Sci Tech Ed. 2022;18(4), em2094. https://doi.org/10.29333/ejmste/11902

Chicago

Hidayatullah, Achmad, and Csaba Csíkos. "Mathematics Related Belief System and Word Problem-Solving in the Indonesian Context". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 4 (2022): em2094. https://doi.org/10.29333/ejmste/11902

Harvard

Hidayatullah, A., and Csíkos, C. (2022). Mathematics Related Belief System and Word Problem-Solving in the Indonesian Context. Eurasia Journal of Mathematics, Science and Technology Education, 18(4), em2094. https://doi.org/10.29333/ejmste/11902

MLA

Hidayatullah, Achmad et al. "Mathematics Related Belief System and Word Problem-Solving in the Indonesian Context". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 4, 2022, em2094. https://doi.org/10.29333/ejmste/11902