Teacher Belief: An Influencing Factor in Mathematics Teaching-Learning

This article explores the concept of belief and the belief system of mathematics teachers. The methodology used was mainly document analysis. About forty publications were reviewed which included journal articles, books and reports. It was found that beliefs develop through personal experience and culture. They might not always be reflected in the actions of a person or readily observable, but they play an important role in the decisions that people make. Beliefs of mathematics teachers are expressed through a system that has three major components: belief about nature of mathematics, about mathematics teaching, and about mathematics learning. Three philosophies are recognized to express the nature of mathematics: i) Instrumentalist, ii) Platonist, and iii) Constructivist. Beliefs about mathematics teaching and learning are classified as traditional and contemporary. Traditional beliefs perceive teachers as the transmitter of knowledge and students as submissive and compliant receivers. In contemporary constructivist beliefs teachers are viewed as guides or leaders and facilitate construction of mathematical knowledge and ability among students. Learning is an active construction, and autonomy and development of child interest are encouraged.