Comparing teachers' beliefs about mathematics in terms of their branches and gender

Abstract

The aims of the study reported in this paper were to identify teachers' beliefs about mathematics and to analyze possible significant differences in mathematics beliefs in terms of teachers' branches and gender. Teachers' mathematics beliefs were investigated by use of a 20-item self-report questionnaire; related to beliefs about process of learning mathematics, use of mathematics, and nature of mathematics. Data of the study were collected from 324 teachers (195 primary school teachers, 52 science teachers, 40 mathematics teachers, and 37 preschool teachers). Findings revealed that (a) whereas the teachers appeared to have beliefs consistent with problem-solving view in few items; they held more traditional beliefs that could be classified as instrumentalist, (b) beliefs of the teacher on mathematics are similar regardless of gender, (c) mathematics teachers have the most instrumentalist view in for some items.