A Research on Teachers’ Beliefs about Mathematics Teaching and Learning between Sekolah Kebangsaan (SK), Sekolah Jenis Kebangsaan Cina (SJKC) and Sekolah Jenis Kebangsaan Tamil (SJKT) (original) (raw)
Exploring Beliefs of Pre-Service Mathematics Teachers: A Malaysian Perspective
Asian Social Science, 2010
The purpose of this study was to determine the beliefs of pre-service mathematics teachers. This study involved 83 respondents from the pre-service teachers from a public higher education institution (IPTA) in Malaysia. The instruments used in this study consist 42 items of mathematics beliefs. There are three dimensions in these instruments, namely beliefs about mathematics as nature, beliefs about learning mathematics and beliefs about the teaching of mathematics. The findings showed that pre-service teacher's beliefs mathematics can be used in everyday life. For the beliefs about learning mathematics, the respondents agreed that students should be able to give reasons to support each solve mathematical problems. Finally, about the beliefs on mathematics teaching, the respondents agreed that the teaching of mathematics to students should be encouraged by explaining the mathematical ideas.
International Journal of Learning, Teaching and Educational Research, 2019
This study aimed at investigating the beliefs of mathematics teachers and the relationship of these beliefs with their teaching practices, and the acquisition sources of these beliefs. The study population comprised (100) male and female teachers who were selected randomly out of those who teach the 12th graders. The study applied quantitative and qualitative methods together. The data were collected through the beliefs questionnaire, note card and interview card. The results showed that the teachers had a blend of swaying beliefs between constructivism and behaviourism about the nature of mathematics and math teaching. There was a lack of compatibility between the teachers' beliefs and their teaching practices. The results further showed that the primary sources of mathematics teachers' acquisition of their beliefs were:
Mathematics Teachers' Beliefs and Teaching Practices
Journal of Mathematics and Statistics, 2012
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.
Secondary Mathematics Teachers' Beliefs About Teaching and Learning: Some Significant Factors
The espoused beliefs of 465 secondary mathematics teachers in Greek State secondary schools regarding the teaching and learning of mathematics were the focus of this study. The data for this investigation were collected using a 34 items questionnaire. There is evidence from this study that there are teachers who may be assumed to espouse a 'constructivist or contemporary orientation', teachers who may be assumed to espouse a 'dynamic problem-driven orientation', teachers who may be assumed to espouse 'traditional-static' and 'traditional-mechanistic' beliefs, and teachers who espouse a 'cooperative orientation' to mathematics learning and mathematics teaching. It was also found that teacher characteristics, such as, gender, teaching experience, position held and postgraduate qualifications possessed, significantly influence teachers' beliefs about mathematics and the teaching-learning process. Teachers' beliefs influence their classroo...
Analysis of mathematical beliefs of Malaysian secondary school students
Procedia - Social and Behavioral Sciences, 2010
This study focus on the affective issues related to mathematics learning and instruction and specifically on mathematical beliefs, attitudes or values. Schuck and Grootenboer (2004), Leder and Forgasz (2006) and Grootenboer and Hemmings (2007) indicated that there has been an increased interest in the role of affective factors in the teaching and learning of mathematics. These affective factors included mathematics-related beliefs such as students' mathematical beliefs towards mathematics, beliefs on mathematical competency, motivational beliefs, beliefs about learning context, beliefs about social context which impacted mathematical performance, to name a few. The purpose of this study was to examine mathematics-related beliefs of secondary school students namely, students' beliefs in their mathematical competency and students beliefs on their mathematics teachers attribute in mathematics teaching. A total of 430 secondary students participated in the survey. Findings indicated an overall significant effect on students' beliefs in mathematical competency, F (4,416) = 48.41, p = 0.001, adjusted R 2 = 0.31 with three significant predictors namely, students' beliefs on teachers attributes to mathematics teaching, grades in mathematics and gender.
This study examined primary teachers' beliefs on teaching, learning and assessing mathematics. In particular, it considered the nature of the beliefs of primary school teachers with regard to mathematics as a subject, and teaching and assessing mathematics. By factor analysis of survey items, it confirmed many theoretical constructs derived from the literature: three major purposes of assessment -to inform the teacher, to inform the learners, and for accountability purposes; two approaches to teaching mathematics -a transmission approach and a constructivist approach; and two views of the nature of mathematics -a static view and a mechanistic view. A third view of mathematics -the dynamic problem-solving view did not form a factor, indicating that this was not a distinct view for the teachers, which is of concern. The study also considered the relationships between these beliefs and specific teacher characteristics, such as gender, years of experience, grade level and qualifications in mathematics. Female teachers scored more highly than male teachers on using assessment to inform the teacher and the learners. The static view of mathematics increased along with grade level, as did the contemporary view of teaching mathematics. The use of assessment to inform the teacher decreased with increasing grade level. There were no clear trends in beliefs with respect to teaching experience or qualifications in mathematics.
Iranian Teachers’ Professed Beliefs about Mathematics Education and the Efficacy on their Practice
2015
This study examined Iranian mathematics teachers’ beliefs about the nature of mathematics, teaching it and learning it within two theoretical frameworks: absolutist traditional beliefs and constructivist non-traditional beliefs. In contrast to previous research indicating that teachers in developing countries are more likely to support traditional mathematics education beliefs, this study of Iranian secondary teachers revealed that teachers expressed greater support for non-traditional mathematics education beliefs. Teachers with nontraditional views expressed more support for constructive teaching and learning in their classrooms than teachers with traditional views regarding mathematics education. Differences between the conclusions of this study and previous studies on teacher beliefs in developing countries were attributed to the historical, social and cultural features of Iranian educational policy and practice.
This study focuses on some Iranian high school mathematics teachers' beliefs about the nature of mathematics, its teaching and learning within two theoretical frameworks, Absolutist Traditional Beliefs and Constructivist Non-Traditional Beliefs. Almost 100 of high school mathematics teachers in district 1 of education department of Tehran filled the questionnaires which were about their traditional and non-traditional beliefs. The results showed the teachers have stronger agreement with traditional beliefs than with non-traditional beliefs about the nature of mathematics, students' learning and mathematics curriculum. Some conflicting and mixed views were also observed in teachers which can mean the incomplete process of new reform movements among the mathematics teachers. On the other hand, relation between different variables shows that teachers' beliefs about the nature of mathematics, mathematics curriculum, students, students' learning and their own teaching, may affect one another.
The Relationship Between Teacher and Student Beliefs About Mathematics
School Science and Mathematics, 1997
In this study the relationship between teacher (n = 7) beliefs about mathematics, the learning and teaching of mathematics and their respective students' beliefs about mathematics (n = 158) are examined. The data were collected by means of two instruments specifically designed to measure belief systems about mathematics. Teacher scores were adjusted so that a higher score reflected beliefs in aligntnent with the National Council of Teachers of Mathematics (NCTM) Standards. Results indicated that the students of teachers whose beliefs were in alignment with the NCTM Standards had significantly different beliefs about factors that lead to success in mathematics than did other students. Specifically these students felt that working hard to solve problems and striving for understanding would lead to success. No student differences were found for subscales of ego orientation, competitiveness, interest and extrinsic factors such as neatness and cooperation. These findings suggest that this group of teachers practiced what they believed and that these practices affected what their students believed about mathematics. We suggest that using these two assessments in tandem give a clearer picture of the mathematical environment within a classroom and can be used in professional development workshops to initiate teacher reflection about classroom practices.