Epistemological beliefs are considered to play an important role in processes of learning and teaching. However, research on epistemological beliefs is confronted with methodological issues as for traditionally used self-report instruments with closed items, problems with social desirability, validity, and capturing domain-specific aspects of beliefs have been reported. Therefore, a new instrument with open items has been developed to capture mathematics-related epistemological beliefs, focusing on the justification of knowledge. Extending a previous study, the study at hand uses a larger and more diverse sample as well as a refined methodology. In total, 581 mathematics students (Bachelor of Science as well as pre-service teachers) completed the belief questionnaire and a test for mathematical critical thinking. The results confirm that beliefs can empirically be distinguished into belief position and belief argumentation, with only the latter being correlated to critical thinking.

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知识的归纳和演绎证明：数学学习之初的认识论信念和批判性思维

认识论信念被认为在学习和教学过程中发挥着重要作用。然而，认识论信仰的研究面临着方法论问题，因为传统上使用的带有封闭项目的自我报告工具、社会合意性、有效性和捕获信仰的特定领域方面的问题已被报道。因此，开发了一种带有开放项目的新工具来捕捉与数学相关的认识论信念，重点是知识的正当性。扩展先前的研究，手头的研究使用更大、更多样化的样本以及改进的方法。总共有 581 名数学学生（理学学士和职前教师）完成了信念问卷和数学批判性思维测试。