In-Service Mathematics Teachers’ Beliefs About Teaching, Learning and Nature of Mathematics and Their Mathematics Teaching Practices

Abstract

The aim of this study is four fold: (a) to investigate the beliefs of elementary (grades 1-3) and middle school (4-6 grades) math teachers about teaching, learning and nature of mathematics; (b) to explore their teaching practices of mathematics; (c) to study the impact of their educational qualifications, years of experience, major on their beliefs toward teaching, learning and nature of mathematics, and; (d) to explore the relationship between their beliefs about teaching learning and nature of mathematics and their teaching practices. Data were collected using two questionnaires: the Math Teacher Beliefs Scale and the Mathematics Teaching Practices Scale. The study sample consisted of 101 teachers who teach in 11 private schools located in Amman, Jordan. The result of this study showed that teachers' beliefs towards teaching and learning mathematics are more inclined towards being constructive or mixed in between. It was also concluded that the teaching practices lean towards constructivism. There were no significant differences attributed to years of experience, academic level, major, or at what stage they teach, whether it revolves around the their beliefs towards teaching and learning mathematics or towards teaching practices (from teachers' perspective). The study results revealed a statistically significant correlation between what the teachers believe and what teaching practices they put into use.

Mathematical Thinking Among Pre-Service Teachers: A Critical Component of Teacher Preparation

“…In order to achieve the objective of DSKP, which is to produce students that who are enhanced in mathematical thinking, the mathematical thinking abilities of teachers also need to be taken seriously. This is due to it being possible that educator's attitudes toward mathematical thinking shows the complicated connection between their knowledge and their effectiveness as educators (Aljaberi & Gheith, 2018). If a teacher always performs a negative belief toward mathematical thinking, the quality of the teaching and learning session will be affected and decline.…”

Are beliefs believable? An investigation of novice mathematics teachers’ beliefs and teaching practices

“…In other words, teaching practices were determined using their perceptions. For instance, a study conducted by Aljaberi and Gheith (2018) examined mathematics teachers' teaching practices through survey items in terms of their preferred approach to teaching mathematics in the classroom. They concluded that the perceptions of the teachers were mainly inclined toward the constructivist approach.…”

The Development and Validation of Mathematical Thinking Beliefs (MTB) Instrument

“…Several researches in mathematics education have paid more attention to teachers' beliefs about mathematics to find accepted explanations and to expect teachers' teaching practices. They addressed teachers' beliefs to illustrate the complex relationship between teachers' knowledge and their educational effectiveness (Aljaberi & Gheith, 2018;Haciomeroglu, 2013;Philipp, 2007). Beliefs were described as a complex construction which can influence the decisions of the teacher and also affect on their professional development.…”

“…Some another researches divided mathematical beliefs about mathematics learning, beliefs about mathematics teaching and beliefs about the effectiveness of learning and teaching mathematics. While, some other researches defined beliefs about mathematics nature and mathematics assessment as dimensions of beliefs about mathematics (Aljaberi & Gheith, 2018;Memnun & Katranci, 2012;Purnomo, 2017).…”

“…The instrument that was used in (Aljaberi & Gheith, 2018) was composed of 37 items. The reliability of the instrument was determined by calculated the coefficient Cronbach's Alpha for the dimensions and overall.…”