Epistemology Beliefs About Mathematical Problem Solving Among Malaysian Students

Abstract

The aim of this study is to investigate student's epistemological beliefs about mathematical problem solving. Specifically, the present study sought answers to the following questions: What is the overall profile of student's epistemological beliefs about mathematical problem solving? Do student's epistemological beliefs about mathematical problem solving differ in terms of gender variable? Do student's epistemological beliefs about mathematical problem solving differ in terms of grade level variable? Do student's epistemological beliefs about mathematical problem solving differ in terms of mathematical ability variable? A total of 120 secondary (form 1, form 3, and form 5) schools students were participated in this study. A Likert Scale compressed 36 items was validated and applied to answer the research questions. Results revealed that: (1) Malaysian students had moderate levels of epistemological beliefs about mathematical problem solving; (2) there were no significant differences among Malaysian students’ in their beliefs about problem solving due to gender, academic level, mathematical ability, and race.

Keywords: Epistemological beliefs, Problem solving, Mathematical ability