A multiple case study of teachers referring to their own religious beliefs in mathematics teaching

Abstract

There is a need to integrate religious education and spiritual education across school curriculum. This paper reports one of the few empirical studies on bridging the intention-practice gap in classrooms. Six school teachers deliberately designed and implemented mathematics lessons which referred to their own religious beliefs in teaching. It unfolds teachers’ intention to enact their religious beliefs in mathematics classroom teaching. Different modes were identified. Implications to religious education in schools are offered.

Keywords:

• Religious education across school subjects
• enactment of religious beliefs
• personal religious beliefs
• practices in mathematics teaching

Acknowledgement

The authors would like to thank all teachers who contributed to this study.

Notes

1. Also known as Taoism.

2. All quotations of Bible are taken from the New International Version (NIV).

3. All quotations of Lotus Sutra are taken from the translation by Tsugunari Kubo and Akira Yuyama 2007.