ENDURING BELIEFS AND EVOLVING PRACTICES: THE INFLUENCE OF MATHEMATICS TEACHERS' BELIEFS ON INSTRUCTIONAL QUALITY AND STUDENT PERFORMANCE

Authors

  • Dr. Nimisha Beri, Mayur Bhoyar, Mr. Ashish B. Samarth, Mr. Sumit R. Raut

Keywords:

mathematics education, teacher beliefs, instructional practices, intellectual quality, standardized assessments.

Abstract

This study explores the intricate relationship between mathematics teachers' beliefs and instructional practices, specifically focusing on learning, pedagogy, and mathematics, concerning the components of intellectual quality. The investigation involves eight high-school mathematics teachers, aiming to unravel the impact of teachers' beliefs on instructional practices and, consequently, student achievement on standardized assessments. Existing research establishes a positive correlation between the perceived degree of intellectual quality in instruction and students' performance on standardized assessments. The study unfolds a consistent pattern linking teachers' espoused beliefs to their instructional practices. Despite observable changes in teachers' practices as they crafted curricular units to align more closely with intellectual quality characteristics, their core beliefs remained remarkably consistent over a 15-month period. Notably, these enduring beliefs were found to be correlated with teachers' instructional practices both at the project's initiation and its conclusion. The implications of this research extend beyond the immediate project timeline, highlighting the resilience and stability of teachers' underlying beliefs. The enduring nature of these beliefs, even in the face of evolving instructional practices, underscores the need for a nuanced understanding of the interplay between beliefs and actions in the realm of mathematics education. This study contributes valuable insights into the intricate dynamics between teachers' beliefs and instructional practices, emphasizing the endurance of core beliefs over time. The research underscores the importance of aligning instructional practices with intellectual quality while recognizing the persistence of underlying beliefs.

 

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Published

2024-02-22

How to Cite

Dr. Nimisha Beri, Mayur Bhoyar, Mr. Ashish B. Samarth, Mr. Sumit R. Raut. (2024). ENDURING BELIEFS AND EVOLVING PRACTICES: THE INFLUENCE OF MATHEMATICS TEACHERS’ BELIEFS ON INSTRUCTIONAL QUALITY AND STUDENT PERFORMANCE. Utilitas Mathematica, 120, 1255–1267. Retrieved from https://utilitasmathematica.com/index.php/Index/article/view/1880

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