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

Abstract

Observing 17 teachers for a total of 116 hours, this paper examined whether a relationship between the beliefs of novice mathematics teachers and their classroom practices exists. A Spearman correlation analysis showed a modest relation between beliefs about the nature of mathematics and about learning mathematics, while the relationship between beliefs about mathematics achievement and these other two components was weak and statistically insignificant. Unexpectedly, the relationship between teachers’ beliefs and their teaching practices has been found to be much different than anticipated, and in some cases, the relationships were even negative. The researchers conclude with a discussion of further implications.

Gender differences in college students’ achievement in teaching English as a foreign language using inquiry-based learning

“…Beliefs are fundamental mental representations created from information that is irrational, difficult to conceptualise and difficult to identify. According to Guler and Celik (2023), beliefs are conceptions about the world that people hold mentally and that they believe to be true. Additionally, belief is frequently portrayed as an inspiration that inspires teachers in the classroom and has an impact on the informal curriculum (Şentürk & Ba ş, 2023).…”

“…Teaching methods and the beliefs of teachers engage in a dialectical relationship (Guler & Celik, 2023;Wang et al, 2023). They may have several interrelated views about discipline, instruction and learning (Trang et al, 2023).…”