### Abstract

Problem statement: The connection between teachers' beliefs and their practices were inconsistent among researchers. Previous experiences had become one of the factors involved in the fundamental process of teachers' learning and the beliefs system. Approach: This study was conducted to determine the mathematics secondary school teachers' beliefs and teaching practices. A total of 51 teachers from seven secondary schools were grouped according to their teaching experience and a set of questionnaires were given to them in order to get their responses on mathematics beliefs and their teaching practices. The dimensions of mathematics beliefs consist of beliefs towards the nature of mathematics, beliefs towards mathematics teaching and beliefs towards mathematics learning. Results: The result revealed no difference between the less-experienced and moreexperienced teachers in the aspects of mathematics beliefs. There was a moderate significant correlation between their mathematics beliefs and teaching practices. Conclusion: The establishment of good mathematical beliefs would lead teachers to positive and effective teaching practices.

Original language | English |
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Pages (from-to) | 191-194 |

Number of pages | 4 |

Journal | Journal of Mathematics and Statistics |

Volume | 8 |

Issue number | 2 |

DOIs | |

Publication status | Published - 2012 |

### Fingerprint

### Keywords

- Beliefs
- Learning mathematics
- Mathematics beliefs questionnaire (MBQ)
- Teachers
- Teaching mathematics
- Teaching practices

### ASJC Scopus subject areas

- Mathematics(all)
- Statistics and Probability

### Cite this

**Mathematics teachers' beliefs and teaching practices.** / Zakaria, Effandi; Siti Mistima, Maat.

Research output: Contribution to journal › Article

*Journal of Mathematics and Statistics*, vol. 8, no. 2, pp. 191-194. https://doi.org/10.3844/jmssp.2012.191.194

}

TY - JOUR

T1 - Mathematics teachers' beliefs and teaching practices

AU - Zakaria, Effandi

AU - Siti Mistima, Maat

PY - 2012

Y1 - 2012

N2 - Problem statement: The connection between teachers' beliefs and their practices were inconsistent among researchers. Previous experiences had become one of the factors involved in the fundamental process of teachers' learning and the beliefs system. Approach: This study was conducted to determine the mathematics secondary school teachers' beliefs and teaching practices. A total of 51 teachers from seven secondary schools were grouped according to their teaching experience and a set of questionnaires were given to them in order to get their responses on mathematics beliefs and their teaching practices. The dimensions of mathematics beliefs consist of beliefs towards the nature of mathematics, beliefs towards mathematics teaching and beliefs towards mathematics learning. Results: The result revealed no difference between the less-experienced and moreexperienced teachers in the aspects of mathematics beliefs. There was a moderate significant correlation between their mathematics beliefs and teaching practices. Conclusion: The establishment of good mathematical beliefs would lead teachers to positive and effective teaching practices.

AB - Problem statement: The connection between teachers' beliefs and their practices were inconsistent among researchers. Previous experiences had become one of the factors involved in the fundamental process of teachers' learning and the beliefs system. Approach: This study was conducted to determine the mathematics secondary school teachers' beliefs and teaching practices. A total of 51 teachers from seven secondary schools were grouped according to their teaching experience and a set of questionnaires were given to them in order to get their responses on mathematics beliefs and their teaching practices. The dimensions of mathematics beliefs consist of beliefs towards the nature of mathematics, beliefs towards mathematics teaching and beliefs towards mathematics learning. Results: The result revealed no difference between the less-experienced and moreexperienced teachers in the aspects of mathematics beliefs. There was a moderate significant correlation between their mathematics beliefs and teaching practices. Conclusion: The establishment of good mathematical beliefs would lead teachers to positive and effective teaching practices.

KW - Beliefs

KW - Learning mathematics

KW - Mathematics beliefs questionnaire (MBQ)

KW - Teachers

KW - Teaching mathematics

KW - Teaching practices

UR - http://www.scopus.com/inward/record.url?scp=84864855759&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84864855759&partnerID=8YFLogxK

U2 - 10.3844/jmssp.2012.191.194

DO - 10.3844/jmssp.2012.191.194

M3 - Article

AN - SCOPUS:84864855759

VL - 8

SP - 191

EP - 194

JO - Journal of Mathematics and Statistics

JF - Journal of Mathematics and Statistics

SN - 1549-3644

IS - 2

ER -