Review of Epistemological Beliefs and Critical Thinking in Mathematics, by Benjamin Rott
DOI:
https://doi.org/10.14507/er.v33.4625Resumo
A major issue in mathematics education is students’ tendency to focus on obtaining correct answers without understanding the reasoning process. Benjamin Rott explores this issue in his book, Epistemological Belief and Critical Thinking in Mathematics. The book emphasizes the importance of deep understanding, reflection, and the use of assessment methods that can effectively capture students’ cognitive processes during mathematics learning. For Rott, the development of critical thinking in mathematics depends more on the quality of argumentation and reasoning processes than on final answers or the beliefs themselves.
Biografia do Autor
Geza Pesesa, Universitas Jambi
Geza Pesesa is currently enrolled as a graduate student in the Mathematics Education program at Universitas Jambi. She holds a bachelor’s degree in mathematics education from the same institution. Apart from her educational interests, she tutors mathematics students from elementary to junior high school levels. Using a fun and interactive way of teaching mathematics, she hopes to help her students have an enjoyable experience learning math.
Duano Sapta Nusantara, Universitas Jambi
Duano Sapta Nusantara is a lecturer and researcher in mathematics education at Universitas Jambi, Indonesia. His scholarly work focuses on RME, task design in PISA, and design research. He is actively involved in research, academic collaborations, and the development of educational policies and instructional frameworks, with publications in reputable journals. He manages MEJ-Mathematics Education Journal (Scopus Q2), and nationally accredited journals such as Edumatica: Jurnal Pendidikan Matematika and Jurnal Karya Abdi Masyarakat.
Referências
Hofer, B. K. (1997). The development of personal epistemology: Dimensions, disciplinary differences, and instructional practices. (Order No. 9811094). Available from ProQuest Dissertations & Theses Global. (304356421). https://www.proquest.com/openview/54496356a83acc479dd364d8fcbb74a7/1?pq-origsite=gscholar&cbl=18750&diss=y
Muis, K. R., Bendixen, L. D., & Haerle, F. C. (2006). Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review, 18(1), 3–54. https://doi.org/10.1007/s10648-006-9003-6
Kahneman, D. (2011). Thinking, fast and slow. Farrar, Straus and Giroux.
Polya, G. (1954). Mathematics and plausible reasoning. I. Induction and analogy in mathematics. II. Patterns of plausible inference. Princeton University Press. https://doi.org/10.1515/9780691218304
Xinyu, Y., & Xiaoqing, J. (2025). Review of How do we learn? A scientific approach to learning and teaching (evidence-based education), by H. Ruiz Martín. Education Review, 32. https://doi.org/10.14507/er.v32.3981
[Book reviewed] Rott, B. (2021). Epistemological beliefs and critical thinking in mathematics: Qualitative and quantitative studies with pre-service teachers. Springer.
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