Mathematics Teachers’ Beliefs and Its Contribution toward Teaching Practice and Student Achievement

Minarni, B W; Retnawati, Heri; Nugraheni, Theresia Veni Tri

doi:10.1088/1742-6596/1097/1/012143

Cited by 12 publications

(10 citation statements)

References 26 publications

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“…In the present study, teachers were characterized by a low to medium level of math anxiety, but it should be remembered that this was enough to affect the math achievement of third graders. The role of teachers' math-related emotions and attitudes should also be taken into consideration because their feelings toward math are closely related to their beliefs and teaching practices (Minarni et al 2018). The problem of high levels of math anxiety is common in many countries (Hembree 1990;Szczygieł and Cipora 2016), so it is important to implement appropriate solutions when recruiting university students and to carry out proper interventions to reduce math anxiety during university studies.…”

Section: Practical Implementationmentioning

confidence: 99%

When does math anxiety in parents and teachers predict math anxiety and math achievement in elementary school children? The role of gender and grade year

Szczygieł

2020

Soc Psychol Educ

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The study investigated the relationship between math anxiety in parents and teachers and math anxiety and math achievement in first- to third-grade children. The results indicate that math anxiety in fathers (but not mothers and teachers) is associated with math anxiety in first-grade children and third-grade girls. Math anxiety in mothers and teachers (but not fathers) explains the level of math achievement in third-grade children. The research results indicate the importance of adults in shaping pupils’ math anxiety and math achievement, but these relationships vary depending on gender and the grade year. The obtained outcomes generally suggest that adults’ math anxiety is not a social source of children’s math anxiety, but it can be considered a source of low math achievement among children in the final grade of early school education.

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Section: Practical Implementationmentioning

confidence: 99%

When does math anxiety in parents and teachers predict math anxiety and math achievement in elementary school children? The role of gender and grade year

Szczygieł

2020

Soc Psychol Educ

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“…Relatively, literature reviews provide extensive discussions stressing the positive gains of pedagogical shift to constructivism as the present educational philosophy (Bada, 2015;Minarni, et al, 2018). These were upheld by empirical studies showing the advantages of constructivist over the traditional or conventional approach in enhancing the learners' understanding and classroom achievement (Fernando & Marikar, 2017;Samsudin, et al, 2016).…”

Section: Challenges and Shifts In Mathematics Educationmentioning

confidence: 99%

“…Many empirical studies (Minarni et al, 2018;Zakaria & Maat, 2012) showed the coherence between teachers' beliefs and instructional practices. These teachers' beliefs and practices correspondingly influenced learners' achievement.…”

Section: Mathematics Teachers' Beliefs and Practicesmentioning

confidence: 99%

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Mathematics Teachers’ Pedagogical Beliefs and Practices: Does being ‘Conventional or Constructivist matter?’

Alburo

2019

TNL

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This study explored the pedagogical beliefs and classroom practices of mathematics teachers and determined whether their beliefs system and practices lean towards the conventional or constructivist pedagogy. It employed the mixed method design and stratified-purposive sampling procedure to identify the 20 participating schools that provided the 96 mathematics teacher-participants. Overall, math teachers held beliefs system and teaching practices that are combinations of both conventional and constructivist perspectives. However, when grouped accordingly, high school math teachers demonstrated classroom practices that leaned more to conventional approaches and are inconsistent with their pedagogical beliefs. Result suggests that math teachers' preparation for K to12 implementation through training seemed not enough to shift their pedagogical perspective to lean more towards constructivism view. Such would likely strain if not impede the effective implementation of K to12 program. Hence, continuous and periodic teacher trainings on how to design a constructivist learning environment are deemed essential.

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“…At that point, the study of the teachers' beliefs emerges as one of the underlying mechanisms to achieve these objectives. Studies of (Beswick, 2012;Charalambous & Philippou, 2019;Cross, 2015;Jong & Hodges, 2013;Minarni et al, 2018) indicated that the teaching practices of mathematics teachers are related to his beliefs. Cross (2015) defined the beliefs, generally, as many thoughts and conscious and unconscious perceptions about the world; the individual's self and his place in this world.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Beliefs about the Nature, Teaching and Learning of Mathematics and Sources of these Beliefs

Alkhateeb¹

2019

IJLTER

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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:

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Mathematics Teachers’ Beliefs and Its Contribution toward Teaching Practice and Student Achievement

Cited by 12 publications

References 26 publications

When does math anxiety in parents and teachers predict math anxiety and math achievement in elementary school children? The role of gender and grade year

When does math anxiety in parents and teachers predict math anxiety and math achievement in elementary school children? The role of gender and grade year

Mathematics Teachers’ Pedagogical Beliefs and Practices: Does being ‘Conventional or Constructivist matter?’

Teachers’ Beliefs about the Nature, Teaching and Learning of Mathematics and Sources of these Beliefs

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