these beliefs can impact upon interest, enjoyment and motivation in mathematics classes and, through influence on student choices, mediate action (Kloosterman, 2002). If, for example, children believe that the best way to learn mathematics is by listening to the teacher and following procedures, then they may be unwilling to participate in group discussions. On the other hand, if children see learning as an active process in which they have a constructive role then they will be willing to take risks in their learning and participate actively in discussions.