• Research in Mathematical Education
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• v.12 no.3
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• pp.235-249
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• 2008

The paper used the quantitative method to compare Chinese students' and teachers' mathematics related beliefs, including beliefs about mathematics, mathematics teaching and learning. The result indicated that there are some differences between their beliefs. Based on the results, we give some recommendations.

• Research in Mathematical Education
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• v.12 no.3
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• pp.167-177
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• 2008

The students' beliefs about mathematics teaching-learning come from the social activities in mathematics classrooms; and the mathematics classroom culture to a large extent decides the social activities in mathematics classrooms. So, the students' beliefs about mathematics teaching-learning are decided indirectly by the mathematics classroom culture mainly. The students' beliefs about mathematics teaching-learning react to the social activities in mathematics classrooms, and the social activities in mathematics classrooms react to the mathematics classroom culture. Therefore, the students' beliefs about mathematics teaching-learning react indirectly to the mathematics classroom culture. So, the relationships between the students' beliefs about mathematics teaching-learning and the mathematics classroom culture are dialectic, and the social activities in mathematics classrooms are the medium. In addition, the relationships have some inspirations to the current mathematics curriculum reform in the mainland China.

• Research in Mathematical Education
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• v.26 no.4
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• pp.333-349
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• 2023

Recently, AI has become a crucial tool in mathematics education due to advances in machine learning and deep learning. Considering the importance of AI, examining teachers' beliefs about AI in mathematics education (AIME) is crucial, as these beliefs affect their instruction and student learning experiences. The present study developed a scale to measure preservice teachers' (PST) beliefs about AIME through factor analysis and rigorous reliability and validity analyses. The study analyzed 202 PST's data and developed a scale comprising three factors and 11 items. The first factor gauges PSTs' beliefs regarding their roles in using AI for mathematics education (4 items), the second factor assesses PSTs' beliefs about using AI for mathematics teaching (3 items), and the third factor explores PSTs' beliefs about AI for mathematics learning (4 items). Moreover, the outcomes of confirmatory factor analysis affirm that the three-factor model outperforms other models (a one-factor or a two-factor model). These findings are in line with previous scales examining mathematics teacher beliefs, reinforcing the notion that such beliefs are multifaceted and developed through diverse experiences. Descriptive analysis reveals that overall PSTs exhibit positive beliefs about AIME. However, they show relatively lower levels of beliefs about their roles in using AI for mathematics education. Practical and theoretical implications are discussed.

• Research in Mathematical Education
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• v.11 no.4
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• pp.221-234
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• 2007

A comparison of mathematics teachers' personal beliefs between in- and pre-service teachers for Chinese secondary schools (grades 7-12) about mathematics theories, teaching and learning has been studied. In-service teachers' beliefs are close to constructivist's aspect and pre-service teachers' beliefs are close to absolutist's views. Based on the results, we give some suggestions to both teacher education and in-service teachers' training.

• School Mathematics
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• v.11 no.3
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• pp.335-349
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• 2009

The purpose of this study is to explore how a mathematics teacher's beliefs about mathematics and teaching and learning and mathematics and how such beliefs are related to her knowledge manifested in her mathematics instruction. The study illustrates images of teaching practice of an American mathematics teacher in middle grades mathematics classrooms. Results suggest that the teacher seems consistent in teaching in terms of her beliefs about mathematics and learning and teaching mathematics in some degrees. In particular, the teacher's beliefs affected the ways in which mathematics teacher organized and structured her lessons.

• Research in Mathematical Education
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• v.17 no.3
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• pp.153-167
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• 2013

Mathematics has been stereotyped as a male-dominated subject, and there is considerable evidence to support this belief. There has been much research in the past three decades on gender-related differences in elementrny and secondrny school mathematics. The research found that teachers possess different beliefs about male and female students that influence their teaching behaviour, which then directly or indirectly impact their students' behaviours, beliefs, and achievements in mathematics. Based on data collected from teacher questionnaire surveys in the Chinese Mainland and Hong Kong, this study examines teachers' beliefs about the achievements of boys and girls in mathematics. The study also compares the findings in the two regions surveyed. Results showed that teachers gave more attention to boys than girls, regardless of the teacher's gender. Not only are teachers more likely to recall more boys than girls, but also more boys than girls with average academic standards.

• Research in Mathematical Education
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• v.19 no.1
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• pp.19-41
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• 2015

Previous studies indicated that students tended to hold less satisfactory beliefs about the discipline of mathematics, beliefs about themselves as learners of mathematics, and beliefs about mathematics teaching and learning. However, only a few studies had developed curricular interventions to change students' beliefs. This study aimed to examine the effect of a problem-solving curriculum (i.e., Mathematical Problem Solving for Everyone, MProSE) on Singaporean Grade 7 students' beliefs about mathematical problem solving (MPS). Four classes (n =142) were engaged in ten lessons with each comprising four stages: understand the problem, devise a plan, carry out the plan, and look back. Heuristics and metacognitive control were emphasized during students' problem solving activities. Results indicated that the MProSE curriculum enabled some students to develop more satisfactory beliefs about MPS. Further path analysis showed that students' attitudes towards the MProSE curriculum are important predictors for their beliefs.

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.537-560
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• 2017

This study aims to investigate secondary mathematics teachers' beliefs about graphing calculator use in mathematics classrooms. For the purpose, we adopted a research instrument that was developed by Brown et. al(2007) and surveyed 32 mathematics teachers about their beliefs about graphing calculator use and teaching practice with calculators in their mathematics instruction. The data analysis suggested that the teachers rarely used calculators in their instruction and they have not had opportunities to use calculators in learning and teaching mathematics. Also, results suggested that the many teachers showed "Crutch beliefs"about the use of calculators in mathematics instruction.

• East Asian mathematical journal
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• v.39 no.4
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• pp.377-392
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• 2023

The purpose of this research was to investigate mathematics teachers' beliefs regarding the implementation of STEM approaches in secondary school mathematics classes and to identify the factors influencing their beliefs. A survey on teachers' beliefs about applying STEM in mathematics classes was developed and distributed online to mathematics teachers from middle and high schools in two metropolitan areas. Eighty-two surveys were returned from the teachers. Factor analysis revealed that the items were distributed among five main aspects. The findings indicated that most teachers believed in the necessity of implementing STEM education. However, some teachers expressed concerns about the effectiveness of implementation due to the lack of materials, resources, and equipment needed for STEM implementation.

• School Mathematics
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• v.10 no.4
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• pp.649-669
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• 2008

The study focuses on what to consider and do for the improvement of math education of Korea by comparing two general high school students' and two specialized high school students' beliefs about mathematics and mathematics learning. The major topics compared in the beliefs are composed of perception of mathematics as a science, learning methods of mathematics. The results of the study show that two general high school students tend to set more low value on mathematics, especially in the value of implement, civilization, utility of mathematics than that of two specialized high school students.