First-generation ESL calculus students’ beliefs about mathematical problem-solving
DOI:
https://doi.org/10.32674/pfhsrn87Keywords:
beliefs, calculus education, English as a second language, first-generation college studentsAbstract
This study investigates the mathematical problem-solving beliefs of first-generation calculus students using the Indiana Mathematics Belief Scale, with a particular focus on English as a Second Language (ESL) speakers. Two-tailed independent samples t-tests revealed that ESL students were less convinced of the practical usefulness of mathematics than their non-ESL first-generation peers, respectively. By identifying beliefs that support learning alongside those that may pose barriers, our findings provide a nuanced perspective on the calculus experiences of ESL first-generation students in STEM.
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