Exploring Mathematics Teachers’ Beliefs in Secondary Schools of Bangladesh

This study focused on determining the beliefs held by secondary school mathematics teachers about teaching and learning of mathematics. It explored teachers’ beliefs about mathematics education by identifying the beliefs they hold regarding the nature of mathematics, mathematics teaching and learning of mathematics. To get a clear idea, both quantitative and qualitative data were collected from 3 districts of Bangladesh. The study revealed that teachers are holding multiple and conflicting beliefs. Analysis of quantitative and qualitative data exhibited that teachers simultaneously confirm their association with instrumentalist, Platonist and constructivist view about the nature of mathematics. Teachers show congruence towards both traditional and contemporary (constructivist) beliefs of mathematics teaching. Similarly, teachers are holding multiple beliefs about learning of mathematics. They believe students learn better on their own and at the same time believe that the role of teachers is obligatory for learning to occur among students. The overall findings of the study strongly suggest that the teachers are in between a change in their belief system that results in holding multiple beliefs about nature and teaching-learning of mathematics.