Community College Students' Views on Learning Mathematics in Terms of Their Epistemological Beliefs: A Q Method Study

• Published in: Educational studies in mathematics Vol. 72; no. 3; pp. 289 - 306
• Main Authors: Wheeler, Denna L., Montgomery, Diane
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer 01-12-2009; Springer Netherlands
• Subjects: Active learning; Belief; College mathematics; College Students; Community Colleges; Constructivist epistemology; Education; Educational environment; Educational Experience; Epistemology; Mathematics; Mathematics curricula; Mathematics Education; Mathematics teachers; Secondary school curricula; Student Attitudes; United States (Midwest); Community college; Mathematics instruction; Mathematics beliefs; Q methodology; Personal epistemology
• ISSN: 0013-1954; 1573-0816
• DOI: 10.1007/s10649-009-9192-2

The purpose of this study was to explore the views of students enrolled at a small United States Midwestern community college toward learning mathematics, and to examine the relationship between student beliefs about mathematics learning and educational experiences with mathematics using Q methodology and open-ended response prompts. Schommer's (Journal of Educational Psychology, 82, 495-504, 1990) multidimensional theory of personal epistemology provided the structural framework for the development of 36 domain specific Q sort statements. Analysis of the data revealed three distinct but related views of learning mathematics which were labeled Active Learners, Skeptical Learners, and Confident Learners. Chi-square tests of independence revealed no significant differences based on gender. Additionally, there was no evidence for differences based on level of mathematics completed, age, or college hours accumulated. Student's previous experiences in instructional environments, however, were closely associated with beliefs. Results are discussed in view of the implications for establishing learning environments and considerations in implementing Standards-based curricula in higher education.