Mathematics teachers' beliefs and teaching practices

Research output: Contribution to journalArticle

7 Citations (Scopus)

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 languageEnglish
Pages (from-to)191-194
Number of pages4
JournalJournal of Mathematics and Statistics
Volume8
Issue number2
DOIs
Publication statusPublished - 2012

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Teaching Practice
Beliefs
Mathematics Teaching
Inconsistent
Questionnaire

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.

In: Journal of Mathematics and Statistics, Vol. 8, No. 2, 2012, p. 191-194.

Research output: Contribution to journalArticle

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