Mathematics Teachers' Beliefs and Teaching Practices
Effandi Zakaria and Siti Mistima Maat
DOI : 10.3844/jmssp.2012.191.194
Journal of Mathematics and Statistics
Volume 8, Issue 2
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 more-experienced 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.
© 2012 Effandi Zakaria and Siti Mistima Maat. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.