Beliefs play a significant role in directing human perceptions and behaviors. Almost
two decades of research revealed how students’ beliefs shape their mental action and
affective processes in the classroom. In learning environments, students’ beliefs might
propagate the idea for achievement and smoothness of learning. In the mathematics
learning process, student’s belief about the nature of mathematics and factors related to
learning are two components that always concern mathematics educators.
Thus, Contextualized Learning Activity Sheets (CLAS) could be highly relevant in
this scenario as they provide a structured way to engage students in hands-on activities
that not only reinforce mathematical concepts but also challenge and potentially reshape
their beliefs about mathematics. Incorporating CLAS into teaching statistics and
probability, this can create opportunities for students to actively participate in their
learning, fostering a deeper understanding of the subject matter while also addressing
any misconceptions or negative beliefs they may hold. Hence, the implementation and
use of CLAS could serve as a practical strategy for promoting positive beliefs and
enhancing learning outcomes in mathematics education.