Relationship between university teachers’ beliefs about teaching mathematics and their instructional practices

Abstract

This study delves into the correlation between the beliefs of five university mathematics teachers regarding the teaching of mathematics and their instructional practices. Adopting a case study methodology, this research aimed to thoroughly investigate this relationship. The collection of data was carried out through questionnaires, and the analysis was performed using IBM SPSS Statistics 20. The results indicate that the beliefs held by teachers significantly influence their instructional practices. Teachers with a belief in the transmission model of teaching mathematics are more inclined towards teacher-centered methodologies, whereas those who subscribe to a discovery or connectionist perspective favor student-centered approaches. Moreover, a clear relationship was found between teachers’ beliefs concerning the nature of mathematics, its teaching methodology, and the learning process, and their instructional practices. Recognizing the importance of teachers’ beliefs about the teaching and learning of mathematics is essential, as these beliefs profoundly affect instructional practices. It is suggested that teacher education and ongoing professional development programs should focus on modifying beliefs regarding mathematics and its learning processes to enhance instructional practices. Continuous professional development interventions aimed at refining these beliefs could lead to improved outcomes for students.

Keywords:

• Effective mathematics instruction
• learning process
• instructional practice
• transmission view
• connectionist or discovery view

REVIEWING EDITOR:

• Stephen Darwin, Universidad Alberto Hurtado, Chile

SUBJECTS:

• Teachers & Teacher Education
• Higher Education
• Philosophy of Education

Acknowledgments

This study is part of first author’s PhD dissertation. We especially wish to thank all five mathematics teachers and students who participated in this study.

Author contributions

Second and third authors were supervising first author (PhD candidate). Therefore, first author is the main author and second and third authors were contributing authors.

Disclosure statement

No conflict of interest is declared by author.

Additional information

Funding

During his PhD studies, the first author of this research received financial support from the Addis Ababa University College of Education and Behavioral Studies in Ethiopia.

Notes on contributors

Yosef Kasa

Yosef Kasa, a PhD candidate in the department of Science and Mathematics Education at Addis Ababa University in Ethiopia. He holds a Bachelor's degree in Mathematics Education From Bahir Dar University and a Master's in Mathematics Education from Addis Ababa University. With over 12 years of experience in research and community services, he has taught various mathematics courses at the university level. His main research interests include higher education, teacher knowledge domains, PCK, and beliefs. He has published articles and presented at national conferences on these topics.

Solomon Areaya

Solomon Areaya holds a Bachelor's degree in Mathematics, a Master of Arts in Curriculum & Instruction, and a PhD in Education. Presently, he serves as a full-time lecturer at Addis Ababa University, where he has attained the rank of Associate Professor in the Department of Science and Mathematics Education. His research interests encompass Mathematics Education, Curriculum Implementation, and Teacher Education.

Mulugeta Woldemichael

Mulugeta Woldemichael, is an assistant professor in the Science and Mathematics Education Department at Addis Ababa University in Ethiopia. His research areas are Statistics & Mathematics Education, STEM Education, Teacher Education, and Instructional Technology. He teaches mathematics from early grades to post-graduate education levels in Ethiopia. In particular, Mulugeta has more than 10 year of teaching experiences in undergraduate and graduate programs in Mathematics Education. He has been a reviewer for mathematics curriculum elaborations and text books at Ministry of Education, Ethiopia.