Challenging Students' Beliefs about Mathematics: A Liberal Arts Approach

John Paul Cook, Christopher Garneau


In this teaching notes article, we discuss our efforts in a liberal arts mathematics class to engender tranformative learning regarding students' beliefs about mathematics.  Specifically, we report on our overall approach as well as course readings and projects that we believe contributed to this goal.  We situate our approach within Mezirow's characterization of transformative learning and coordinate with the mathematics education literature.


transformative learning, mathematics education, beliefs about mathematics

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