|The aim of this thesis is to examine the mathematical beliefs of a collection of primary school pupils. This is to
be achieved by performing a survey among the students, supplemented with a profound analysis of previous
research within this area. Derived from the intention of this paper are two pivotal inquiries:
- What effects do belief systems have on how pupils’ experience mathematics?
- What effects do belief systems have on teachers’ view upon mathematics and their practice?
- What belief systems are distinguishable among pupils?
In this paper the software SPSS Statistics (0th edition) has been used to analyse the results of the survey. From
the analysis, various interpretations and conclusions have been made. The general conclusion shows how the
students are divided into three equally large groups, all with a system of beliefs that more or less support
conclusions from previous research. The distinguished belief systems (in this thesis referred to as belief system
1,and 3) are all characterised by various factors and properties related to different views on mathematics.
In terms of belief systems, the first two groups have clear properties that are well established in (primarily) the
so-called problem-solving view (belief system 1) and a combination of the Platonist view and the instrumentalist
view respectively (belief system ), while the third group of students do not slot into a certain belief system,
although they demonstrate a socio-constructivist approach towards mathematics.
The study develops two points of interest connected with the teaching profession. Firstly, it provides teachers
with a somewhat greater understanding of pupils’ varying ways of experiencing mathematics. Secondly, the
report allows teachers the opportunity to expand their insight of their own beliefs regarding the subject, which in
turn can give them a better understanding of their own practice and their own beliefs they impart to the students.