Research on Baltic Mathematics Teachers’ Beliefs
Markku S. Hannula, University of Turku, Finland
Research on teacher beliefs has been “perhaps the predominant orientation in research on teachers”
(Lerman, 2001, p. 35). One origin for research on teacher beliefs has been the assumed connection
between teacher beliefs and teacher change. It is assumed that the inertia in teacher change can be
attributed to teacher beliefs that work as a filter through which teachers interpret their education and
experiences (Pehkonen, 1998). Teacher beliefs seem to be strongly influenced by the early
experiences as mathematics learners, and less by their teacher eduation (Llinares & Krainer, 2006).
There is evidence that teachers’ beliefs impact significantly on the opportunities they offer their
students and the mathematical practices into which they are inducted (e.g. Perrin-Glorian, Deblois
& Robert, 2008). On the other hand, the relationship between teacher beliefs, teacher intentions and
teacher practice is not straightforward: there are also discontinuities between the three (Liljedahl,
2009).
One approach in U.S. context has been to look at how well teacher beliefs match with ‘reform’
ideas of mathematics teaching (see, e.g. Aguirre, 2009). Similar distinction between ‘traditional’
and ‘progressive’ teaching has been evident also outside USA. For example, a study of Finnish
elementary and secondary teachers' beliefs identified two types of mathematics teachers, traditional
and innovative teachers. The traditional teacher emphasises basic teaching techniques and extensive
drill, while the innovative teacher emphasises student thinking and deeper learning. (Kupari, 1996)
Also Hannula (submitted) observed different degrees of agreement with progressive ideas regarding
problem solving, teaching methods and the learning potential of every student among Finnish
secondary school teachers. These teacher beliefs were related to more positive student beliefs,
especially regarding enjoyment and perceived teacher quality.
Moreover, Soro (2002) found out in her study that most mathematics teachers held different beliefs
about students based on student's gender. Girls were seen to employ inferior cognitive skills and
succeed because of their diligence, while boys were seen to be talented in mathematics but lacking
in effort. However, there were also teachers who did not hold such gendered beliefs.
There are instruments which have already been shown to be effective in cross national studies and
these will be adapted for this study. For example, Andrews and Hatch (2000) identified through a
factor analysis four conceptions of mathematics and five of mathematics teaching in a study
comparing English and Hungarian teachers.
The nature of teacher beliefs, particularly teacher belief structures, is not well understood. There is
evidence that beliefs are culturally informed and impact differentially on classroom practice.
However, few studies compare teacher beliefs across countries.
In this research, we take the position, that although there are discontinuities between teacher beliefs
and teacher practice, cross-cultural differences in teacher beliefs and belief structures can provide
important information regarding classroom practice and teacher inclination to different teaching
approaches. Moreover, knowledge of teacher beliefs may indicate strengths and weaknesses in
teaching and thus inform pre-service and in-service teacher education or curricular reforms.
Our objective in this study is
1. to construct an instrument that can, in cross-culturally valid ways, measure aspects of
teachers’ beliefs concerning mathematics, school mathematics and mathematics didactics.
2. to use the instrument for an explorative study of mathematics teacher beliefs in Baltic and
Scandinavian countries. More specifically
a. we will explore their belief structures (how different beliefs relate to each other),
b. we will explore what kind of belief profiles are typical (cluster analysis) and
c. compare possible cross-cultural differences
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Andrews, P. and Hatch, G. (2000) A comparison of Hungarian and English teachers' conceptions of
mathematics and its teaching. Educational Studies in Mathematics, 43 (1), 31-64
Hannula, M. S. (Submitted) Upper secondary students’ mathematical beliefs and their teachers'
teaching beliefs.
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Mathematics Teacher Education
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