RUME 28
2026
Alexandria, Virginia
Epistemological Frameworks of Advanced Math Majors: A Case Study
Page: 985
Although students’ epistemological frameworks have been extensively studied in introductory undergraduate courses and lecture-based advanced mathematics courses, there has been less work on students’ epistemological frameworks in advanced student-centered courses. The purpose of this case study is to examine the beliefs held about mathematics learning of nine students in a flipped real analysis course using Schommer et al.’s (1992) mathematical epistemological framework as a theoretical perspective. The findings suggest that while there were minimal differences in beliefs when grouping students by major or final course grade; overall, the typical participant’s epistemological framework was grounded in effort, a desire for understanding, and belief that there must be at least some reliance on their instructor and peers to provide instruction and support their learning in the course.