Secondary teachers' professed beliefs about mathematics, mathematics teaching and mathematics learning
Subtitle: Iranian perspective
By: by Nahid Golafshani.
Published: 2005
Language: eng
Number of pages: 214
Subjects: Mathematics -- Study and teaching -- Iran.; Mathematics teachers -- Iran -- Attitudes.; Educational change -- Iran.
Description: This study examined Iranian mathematics teachers' beliefs about the nature of mathematics, its teaching and learning within two theoretical frameworks, Absolutist Traditional Beliefs and Constructivist Non-Traditional Beliefs. A survey instrument (teachers' beliefs questionnaire, open questions and demographic questions) was administrated to certified and employed teachers. The response rate was 59% with 296 useable surveys received. The demographic data analysis showed that the sample was representative of the population. Significant evidence (reliability and results) suggested that TBQ (Teachers' Beliefs Questionnaire) and OP (Open Questions) were valid for this population.Teachers with non-traditional beliefs were more confident, enjoyed mathematics teaching more, were more likely to focus assessment on student understanding and were less likely to rely on external motivation strategies, than was the case for teachers holding traditional beliefs about mathematics education. Support for non-traditional beliefs was higher among teachers with 6--10 years of experience followed by the teachers with 1--5 years of experience and among those who taught in public rather than private schools. Non-traditional beliefs about mathematics education were held more strongly by female than male teachers and there was qualitative evidence that some female teachers attempted to reduce gender stereotyping.Although previous research indicates that teachers in developing countries are more likely to support traditional than non-traditional mathematics education beliefs, this study of Iranian secondary teachers found a different pattern. Teachers expressed greater support for non-traditional than traditional beliefs about Mathematics, Mathematics teaching and Mathematics learning. Differences between this study and previous research on teacher beliefs in developing countries were attributed to historical, social and cultural features of Iranian educational policy and practice.Additionally, there was qualitative evidence that teachers implemented their beliefs in their instructional practice. The most important factors increasing their ability to do so were teacher confidence, feeling responsible, and enjoyment of teaching and learning. The most powerful impediments were time constraints, crowded classrooms, and standardized textbooks and exams.
Notes: Thesis (Ph.D.)--University of Toronto, 2005.

Includes bibliographical references (leaves 188-200)