Examining 4th Grade Elementary Students’ Mathematical Beliefs and Their Views About Constructivist Learning Environments

Purpose of this study was to examine 4thgrade students’ mathematical beliefs and their views about constructivist learning environment. Results of the study revealed that students’ mathematical beliefs and their views about constructivist learning environment seems to be positive in general. There was no significant difference between students’ mathematical beliefs and constructivist learning environment regarding gender. There was no significant difference between students’ beliefs about the process of learning mathematics regarding math achievement. However, there was a significant difference between students’ beliefs about the students’ use of mathematics and beliefs about the nature of mathematics regarding math achievement. There was a significant difference between students’ personal relevance, student negotiation, and critical voice, regarding math achievement. There was no significant difference between students’uncertainty and shared control regarding math achievement. This study revealed that there was a weak significant relationship between students’ mathematical beliefs and their views about constructivist learning environment