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Iranian Teachers’ Professed Beliefs about Mathematics Education and the Efficacy on their Practice

Journal Name:

  • Middle Eastern & African Journal of Educational Research

Publication Year:

  • 2015

Key Words:

Author NameUniversity of Author
Abstract (2. Language): 
This study examined Iranian mathematics teachers’ beliefs about the nature of mathematics, teaching it and learning it within two theoretical frameworks: absolutist traditional beliefs and constructivist non-traditional beliefs. In contrast to previous research indicating that teachers in developing countries are more likely to support traditional mathematics education beliefs, this study of Iranian secondary teachers revealed that teachers expressed greater support for non-traditional mathematics education beliefs. Teachers with non-traditional views expressed more support for constructive teaching and learning in their classrooms than teachers with traditional views regarding mathematics education. Differences between the conclusions of this study and previous studies on teacher beliefs in developing countries were attributed to the historical, social and cultural features of Iranian educational policy and practice.
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