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

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

Content Provider	Semantic Scholar
Author	Aljaberi, Nahil M. Gheith, E. M. S.
Copyright Year	2018
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.
Starting Page	156
Ending Page	173
Page Count	18
File Format	PDF HTM / HTML
DOI	10.5539/jel.v7n5p156
Volume Number	7
Alternate Webpage(s)	http://www.ccsenet.org/journal/index.php/jel/article/download/75803/42395
Alternate Webpage(s)	https://doi.org/10.5539/jel.v7n5p156
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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