THE IMPACT OF MATHEMATICAL BELIEFS   ON THE LEARNING MOTIVATION OF LOWER SECONDARY STUDENTS   IN VIETNAM IN THE CONTEXT OF HERITAGE EDUCATION

Tong Thi Anh Thu; Pham Thi Dieu Thuy; Nguyen Phuong Thao; Bui Hoang Anh Nguyet

Pham Thi Dieu Thuy*	phamthidieuthuy@hpu2.edu.vn	Hanoi Pedagogical University 2 32 Nguyen Van Linh street, Xuan Hoa ward, Phu Tho province, Vietnam
Tong Thi Anh Thu	tongthu11006@gmail.com	Hanoi Pedagogical University 2 32 Nguyen Van Linh street, Xuan Hoa ward, Phu Tho province, Vietnam
Bui Hoang Anh Nguyet	nguyetbui654@gmail.com	Hanoi Pedagogical University 2 32 Nguyen Van Linh street, Xuan Hoa ward, Phu Tho province, Vietnam
Nguyen Phuong Thao	npthao2878@gmail.com	Hanoi Pedagogical University 2 32 Nguyen Van Linh street, Xuan Hoa ward, Phu Tho province, Vietnam

Summary:

The article explores how three groups of beliefs about Mathematics influence learning motivation among lower secondary students in Vietnam within the context of heritage education. A quantitative study was conducted with 184 students using a 28 item questionnaire rated on a five-point Likert scale. The survey measured latent variables such as beliefs about oneself, beliefs related to Mathematics and its teaching, beliefs about the social environment, and motivation to learn Mathematics through heritage education. The reliability of the scales was confirmed with Cronbach’s Alpha coefficients, followed by exploratory factor analysis and multiple regression to determine the influence of these variables. The results indicate that the model fits well and significantly explains students’ motivation to learn mathematics. Among the predictors, beliefs about oneself and beliefs about Mathematics teaching stood out as the most influential factors. These findings offer empirical evidence for policymakers and educators on the importance of integrating heritage elements into Maths curricula to improve students’ beliefs and motivation to learn.

View file

Keywords:

mathematical beliefs

Learning motivation

heritage education

impact

context.

Refers:

[1] Aminah, Nurul, Firmasari, Siti, Junaedi, Lestari & Nurfarikha, Citra. (2025). Mathematics in the concept of circles: Creating digital learning tools that honor cultural heritage. Jurnal Elemen, 11(3), pp.597-613.

[2] Argyria, Panagiota. (2020). Geometry and digital cultural heritage as unique linking for development students’ knowledge, skills and attitudes. Ministry of Education, Evangeliki Model High School of Smyrna.

[3] Atit, K., Power, J. R., Veurink, N., Uttal, D. H., Sorby, S., Panther, G., Msall, C., Fiorella, L. & Carr, M. (2020). Examining the role of spatial skills and mathematics motivation on middle school mathematics achievement. International Journal of STEM Education, 7, Article 38.

[4] Bandura, Albert. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

[5] Bonne, Linda. (2016). New Zealand students’ mathematics related beliefs and attitudes: Recent evidence. New Zealand Journal of Educational Studies, 1, pp.69 82.

[6] Cristian Voica, Singer, Florence, Mihaela & Stan, Emil. (2020). How are motivation and self-efficacy interacting in problem-solving and problem-posing? Educational Studies in Mathematics, 105(3), pp.487-517.

[7] Chirove, Munyaradzi & Mogari, David & Ogbonnaya, Ugorji I. (2022). Students’ mathematics-related belief systems and their strategies for solving non routine mathematical problems. African Journal of Research in Mathematics, Science and Technology Education, 26(3), pp.247-259.

[8] Fouze, Abu, Qouder & Amit, Miriam. (2018). Development of mathematical thinking through integration of ethnomathematic folklore game in math instruction. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), pp.617-630.

[9] Hannula, Markku S. (2006). Motivation in mathematics: Goals reflected in emotions. Educational Studies in Mathematics, 63(2), pp.165-178.

[10] Hidayatullah, A. & Csíkos, C. (2023). Exploring students’ mathematical beliefs: Gender, grade, and culture differences. Journal on Efficiency and Responsibility in Education and Science, 16(3), pp.186-195.

[11] Howard, Jessica L., Bureau, Jérôme, Guay, Frédéric, Chong, Justine X. Y. & Ryan, Richard M. (2020). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), pp.1300 1323.

[12] Indriati, M., Turmudi & Afgani Dahlan, J. (2022). Effectiveness of ethnomathematics-based visual thinking approach in increasing mathematics literacy and cultural motivation. International Journal of Trends in Mathematics Education Research, 5(4), pp.394-402.

[13] International Commission on Mathematical Instruction (ICMI). (2004-2021). Proceedings of the 10th, 12th, 13th, and 14th International Congress on Mathematical Education (ICME): Topic Study Group 34 - Beliefs and Affect in Mathematics Education.

[14] Kloosterman, Peter & Raymond, Anne M. & Emenaker, Charles. (1996). Students’ beliefs about mathematics: A three-year study. The Elementary School Journal, 97(1), pp.39–56.

[15] Mahendra, Made, Ismawati, Ni Ayu & Cahyono, Agus Nugroho. (2025). Integrating virtual reality and problem-based learning in STEM education: A contextual approach to enhance mathematical literacy through cultural heritage. Innovation in STEM Learning, 1(2). IUL Research | Open Journal of IUL University.

[16] Martin, Andrew J. & Collie, Rebecca J. (2019). Teacher student relationships and students’ motivation and engagement in mathematics. Learning and Instruction, 61, pp.150–160.

[17] Mason, Lucia & Scrivani, Luisa. (2004). Enhancing students’ mathematical beliefs: An intervention study. Learning and Instruction, 14(2), pp.153–176.

[18] Middleton, James A. & Spanias, Photini A. (1999). Motivation for achievement in mathematics: Findings, generalizations, and criticisms of the research. Journal for Research in Mathematics Education, 30(1), pp.65–88.

[19] Ramadhan, Sufyan. (2023). Can mathematics be integrated with Malay culture? Journal of Mathematics Education, 5(1), pp.1–10. Universitas Islam Riau.

[20] Rodrigues Souto, Otávio Rafael dos Reis. (2025). The interrelated learning of mathematics and music in the context of artistic and heritage education. International Journal of Current Research, 12(4), pp.11143-11157.

[21] Rojo Robas, V., Madariaga, J. M. & Villarroel, J. D. (2020). Secondary Education Students’ Beliefs about Mathematics and Their Repercussions on Motivation. Mathematics, 8(3), 368.

[22] Schukajlow, Stanislaw, Rakoczy, Katrin & Pekrun, Reinhard. (2018). Emotions and motivation in mathematics education: Theoretical considerations and empirical contributions. Educational Studies in Mathematics, 99(3), pp.285-299.

[23] Skott, Jeppe. (2015). Towards a participatory approach to ‘beliefs’ in mathematics education. Educational Studies in Mathematics, 90(1), pp.11-25.

[24] Valenzuela-Peñuñuri, Laura, López-Cabrera, M. V. & García-Sánchez, M. (2024). Academic motivation and affective engagement toward science and math: The mediating role of self-efficacy. Frontiers in Psychology, 15, 1365789.

[25] Yılmaz, Nur. (2020). Making the Association between Culture and Mathematics. In Proceedings of the International Symposium on Research in Education (ISRES), pp.81-104.

Journal:

No. 4, April 2026

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

THE IMPACT OF MATHEMATICAL BELIEFS ON THE LEARNING MOTIVATION OF LOWER SECONDARY STUDENTS IN VIETNAM IN THE CONTEXT OF HERITAGE EDUCATION