• Communications of Mathematical Education
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• v.29 no.3
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• pp.373-389
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• 2015

This study was to investigate the practice of the teachers who changed their teaching subject to Mathematics from other subjects. Teacher, A who had traditional belief and Teacher, B, non-traditional belief were chosen for the study through the questionnaire in Sep. 2014. The result indicated that Teacher, A in traditional belief showed teacher-centered teaching but Teacher, B in nontraditional belief showed inconsistent way of teaching in comparison to the original perspective. The later said she could not teach students as she wanted to teach because of the lack of knowledge of teaching as a math teacher. The difficulties Teacher, A encountered were: to handle too many works beyond teaching and to teach too many contents to cover without having enough time to prepare. Teacher, B didn't know how to teach students math in a constructivism way. They asked to offer them more in-service training program to develop their expertise for teaching mathematics.