Enhancing students’ mathematical beliefs: an intervention study

This paper introduces a study aimed at ascertaining students’ beliefs about mathematics and mathematical learning, as well as developing those beliefs and related variables by changing the classroom learning environment. Eighty-six fifth graders were involved, divided in two groups: one in the innovative learning environment (N=46) and the other in the traditional (N=40). The findings provide evidence that the intervention contributed more than traditional teaching to developing students’ mathematical beliefs, as well as to improving their performance in solving usual and unusual word problems. Moreover, students’ self-evaluation of their efforts in maths was higher in the innovative learning environment than in the traditional. Mathematical beliefs contributed differently to achievement in maths for the two groups. The implications of the study are outlined.