Yes, mathematics teachers’ beliefs can influence how they teach mathematics, as their attitudes, values, and assumptions about the subject can affect their instructional decisions and approaches.
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Yes, mathematics teachers’ beliefs can influence how they teach mathematics. Research has shown that teachers’ attitudes, values, and assumptions about the subject can affect their instructional decisions and approaches. For example, a teacher who believes that mathematics is only for the gifted may not provide opportunities for struggling students to learn and excel in the subject. On the other hand, a teacher who believes that all students can learn and succeed in mathematics may use a variety of instructional strategies to support student achievement.
According to the National Council of Teachers of Mathematics (NCTM), “teachers bring their character, personality, and motivating style to the classroom, and these qualities can shape both the content and delivery of mathematics lessons”. The NCTM also highlights the importance of teachers’ beliefs about students’ abilities and potential to learn mathematics. If teachers hold negative beliefs about their students’ abilities, it can limit their expectations for student learning and growth in the subject.
Interesting facts on the topic of mathematics teachers’ beliefs and instructional practices include:
- Teachers’ beliefs about mathematics may be formed by their own experiences with the subject, their pedagogical training, and their interactions with colleagues and students.
- Teachers may hold a variety of beliefs about mathematics, such as its value in real-life contexts, the importance of memorization versus problem-solving skills, and the role of technology in instruction.
- Teachers’ beliefs may change over time as they gain more experience and knowledge about mathematics instruction and student learning.
- Teachers’ beliefs may also be influenced by external factors such as standardized testing, school policies, and community expectations.
- Teachers’ instructional practices may reflect their beliefs about mathematics, such as the types of tasks and activities they assign, the types of assessment they use, and the level of challenge they provide for students.
A table could be created to illustrate the different types of beliefs that teachers may hold about mathematics and how they could affect instruction. Here is an example:
| Belief about Mathematics | Instructional Implications |
|---|---|
| Mathematics is only for gifted students | Assign only advanced tasks and activities, not provide accommodations or supports for struggling students |
| All students can learn and succeed in mathematics | Use a variety of instructional strategies to support diverse learners, provide opportunities for student choice and voice |
| Memorization is more important than problem-solving skills | Emphasize rote learning and repetitive practice, not provide opportunities for critical thinking or application of concepts |
| Problem-solving skills are more important than memorization | Emphasize real-world problem-solving tasks and activities, not provide opportunities for practice and review |
| Technology should not be used in mathematics instruction | Avoid using technology-based tools or resources, not provide opportunities for students to engage with STEM fields |
| Technology can enhance mathematics instruction | Use a variety of technology-based tools and resources to support student learning and engagement, provide opportunities for innovation and creativity |
In conclusion, teachers’ beliefs about mathematics can have a significant impact on how they instruct and interact with students. By being aware of their own beliefs and biases, teachers can reflect on their instructional practices and make intentional decisions to support diverse learners and promote equitable access to quality mathematics instruction.
Response via video
The video discusses research on changing teachers’ beliefs in math education, with teachers participating in video lessons, stimulated recall, and interviews to analyze data and create a frame for student learning. The teachers slowly shifted towards allowing freedom of thought and exploration, ultimately encouraging children to become thinkers themselves. Additionally, the video discusses the mastery approach to teaching and how it relates to grouping students by prior attainment. The speaker suggests a phased approach to moving away from ability grouping or setting and highlights the importance of mindset theory in shaping children’s attitudes towards math. The video concludes with a call-to-action for viewers to subscribe to the channel and browse related topics.
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Teachers’ beliefs about mathematics and instruction of mathematics are important and influence teachers’ enacted instructional practices (Brown & Cooney, 1982; Pajares, 1992; Richardson, 1996).
Teachers’ beliefs about the nature of mathematical ability may affect what they focus on during instruction and how they view and treat their students.
A substantial body of research suggests that teachers’ beliefs and values about teaching and learning affect their teaching practices (see reviews by Clark & Peterson, 1986; Fang, 1996; Kagan, 1992; Thompson, 1992).
Teachers from different countries hold different views of mathematics teaching which affect their instructional practices in the classroom (Cai, Kaiser, Perry, & Wong, 2009).
Effects of Teacher’s Beliefs and Personalities in Practice: A Case Study of a Mathematics Teacher Chiaw Ker Soh, S. E. Cheah Education 2016 Research has shown that teachers’ personalities and beliefs about learning affect their behaviour and implementation of pedagogies in the classroom.
The results of multilevel structural equation modeling confirmed the relevance of teacher beliefs for instructional practice and student learning outcomes: Constructivist beliefs were positively related to instructional quality and student achievement, whereas the potential for cognitive activation mediated the relationship between teacher beliefs and students’ achievement.