Skip to main content
SpringerLink
Log in

Fijian Secondary Mathematics Teachers’ Beliefs About the Nature of Mathematics and Their Self-Reported Teaching Practices

  • Chapter
  • First Online:
Leadership, Community Partnerships and Schools in the Pacific Islands

  • 217 Accesses

Abstract

Research suggests that the way teachers teach their subject relates closely to their beliefs about that subject. Testing the applicability of this assertion in the Fiji context, this study investigates twenty Fijian secondary mathematics teachers’ beliefs about the nature of mathematics and their preferred ways of teaching the subject. Using semi-structured interviews with twenty (20) Fijian secondary mathematics teachers, the study explores their beliefs about mathematics. They were also asked to describe their customary methods for teaching the subject. The majority of teachers were found to hold absolutist views about mathematics and prefer the use of the traditional teacher-directed type of teaching buttressed by many practice examples. They are of the view that completing the syllabus and getting students ready for the examinations is of prime importance. By providing insight into the teachers’ beliefs about the subject and their preferred ways of teaching it, this study opens the way for serious discussion about ways of improving the teaching and learning of mathematics and developing a better understanding of its potential value in people’s lives.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Barnes, N., Fives, H., & Dacey, C. M. (2015). Teachers’ beliefs about assessment. In H. Fives & M. G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 284–300). London: Routledge.

    Google Scholar 

  • Begg, A. (2003). Mathematics curricular. In J. P. Keeves & R. Watanabe (Eds.), International handbook of educational research in the Asia-Pacific region (pp. 599–614). Dordrecht: Kluwer.

    Chapter  Google Scholar 

  • Beswick, K. (2006). The importance of mathematics teachers’ beliefs. Australian Mathematics Teacher, 62(4), 17–22.

    Google Scholar 

  • Beswick, K. (2012). Teachers’ beliefs about school mathematics and mathematicians’ mathematics and their relationship to practice. Educational Studies in Mathematics, 79, 127–147.

    Article  Google Scholar 

  • Boz, T. (2008). Turkish pre-service teachers’ beliefs about mathematics teaching. Australian Journal of Teacher Education, 33(5), 66–80.

    Article  Google Scholar 

  • Chambers, P., & Timlin, R. (2013). Teaching mathematics in the secondary school. London: Sage.

    Google Scholar 

  • Chen, J. A., Morris, D. B., & Mansour, N. (2015). Science teachers’ beliefs: Perceptions of efficacy and the nature of scientific knowledge and knowing. In H. Fives & M. G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 370–386). London: Routledge.

    Google Scholar 

  • Dossey, J. A. (1992). The nature of mathematics: Its role and its influence. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 39–48). Reston, VA: NCTM.

    Google Scholar 

  • Ernest, P. (1988). The impact of beliefs on the teaching of mathematics. Budapest: Paper prepared for International Congress of Mathematical Education VI.

    Google Scholar 

  • Ernest, P. (1989). The knowledge, beliefs, and attitudes of a mathematics teacher: A model. Journal of Education for Teaching, 15(1), 13–33.

    Google Scholar 

  • Ernest, P. (2000). Why teach mathematics. Retrieved 16 March, 2007 from https://www.people.ex.ac.uk/PErnest/why.htm.

  • Hersh, R. (1979). Some proposals for revising the philosophy of mathematics. Advances in Mathematics, 31, 31–50.

    Article  Google Scholar 

  • Hersh, R. (1986). Some proposals for revising the philosophy of mathematics. In T. Tymoczko (Ed.), New directions in the philosophy of mathematics (pp. 9–28). Boston: Birkhauser.

    Google Scholar 

  • Hersh, R. (1994). Fresh breezes in the philosophy of mathematics. In P. Ernest (Ed.), Mathematics, education and philosophy: An international perspective (pp. 11–20). London: The Falmer Press.

    Google Scholar 

  • Jardine, D. W. (1994). On the ecologies of mathematical language and the rhythms of the earth. In P. Ernest (Ed.), Mathematics, education and philosophy: An international perspective (pp. 109–123). London: The Falmer Press.

    Google Scholar 

  • Koehler, M. S., & Grouws, D. A. (1992). Mathematics teaching practices and their effects. In Grouws (Ed.). Handbook of research on mathematics teaching and learning (pp. 115–126). New York: Macmillan.

    Google Scholar 

  • Kuhs, T. M., & Ball, D. L. (1986). Approaches to teaching mathematics: Mapping the domains of knowledge, skills and dispositions. East Lansing: Michigan State University.

    Google Scholar 

  • Lakatos, I. (1978). Mathematics science and epistemology: Philosophical papers (Vol. 2). Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Lerman, S. (1983). Problem-solving or knowledge centered: The influence of philosophy on mathematics teaching. International Journal of Mathematical Education in Science and Technology, 14(1), 59–66.

    Article  Google Scholar 

  • Ly, B. H., & Brew, C. (2010). Philosophical and pedagogical patterns of beliefs among Vietnamese and Australian mathematics pre-service teachers: A comparative study. Australian Journal of Teacher Education, 35(2), 66–86.

    Article  Google Scholar 

  • McDonough, A., & Clarke, B. (2005). Professional development as a catalyst for changes in beliefs and practice: Perspectives from the early numeracy research project. In P. Clarkson, A. Downtown, D. Gronn, M. Horne, A. McDonough, R. Pierce, & A. Roche (Eds.), Building connections: Theory, research and practice. Proceedings of the 28th annual conference of the mathematics education group of Australasia (pp. 521–528). Sydney: MERGA.

    Google Scholar 

  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). London: Sage Publications.

    Google Scholar 

  • National Research Council. (2005). How students learn: Mathematics in the classroom. Washington, DC: National Academies Press.

    Google Scholar 

  • Nisbet, S., & Warren, E. (2000). Primary school teachers’ beliefs relating to mathematics, teaching and assessing mathematics and factors that influence these beliefs. Mathematics Teacher Education and Development, 2, 34–47.

    Google Scholar 

  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–322.

    Article  Google Scholar 

  • Pepin, B. (2002). Different cultures, different meanings, different teaching. In L. Haggarty (Ed.), Teaching mathematics in secondary schools: A reader (pp. 245–258). London: The Open University Press.

    Google Scholar 

  • Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257–315). Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Prescott, A., & Cavanagh, M. (2006). An investigation of pre-service secondary mathematics teachers’ beliefs as they begin their teaching training. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.), Identities, cultures and learning spaces. Proceedings of the 29th annual conference of the mathematics education group of Australasia (pp. 424–431). Sydney: MERGA.

    Google Scholar 

  • Punch, K. F., & Oancea, A. (2014). Introduction to research methods in education. London: Sage.

    Google Scholar 

  • Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher’s mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 20(5), 550–576.

    Article  Google Scholar 

  • Reys, R. E., Rogers, A., Falle, J., Bennett, S., & Frid, S. (2012). Helping children learn mathematics. Milton, Qld: John Wiley.

    Google Scholar 

  • Speer, N. M. (2005). Issues of method and theory in the study of mathematics teachers’ professed and attributed beliefs. Educational Studies in Mathematics., 58, 361–391.

    Article  Google Scholar 

  • Thom, R. (1973). Modern mathematics: Does it exist? In A. G. Howson (Ed.), Developments in Mathematical Education (pp. 195–209). Cambridge: CUP.

    Google Scholar 

  • Thompson, A. G. (1984). The relationship of teachers’ conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15(2) , 105–127.

    Google Scholar 

  • Thompson, A. G. (1992). Teacher’s beliefs and conceptions: A synthesis of research. In D. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 127–146). New York: Macmillan.

    Google Scholar 

  • Towers, J., & Proulx, J. (2013). An enactivist perspective on teaching mathematics: Reconceptualising and expanding teaching actions. Mathematics Teacher Education and Development, 15(1), 5–28.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Education, The University of the South Pacific, Laucala Campus, Suva, Fiji

    Hem Chand Dayal & Govinda Ishwar Lingam

Authors
  1. Hem Chand Dayal
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Govinda Ishwar Lingam
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Hem Chand Dayal .

Editor information

Editors and Affiliations

  1. School of Education, University of the South Pacific, Suva, Fiji

    Jeremy Dorovolomo

  2. School of Education, University of the South Pacific, Suva, Fiji

    Govinda Ishwar Lingam

Rights and permissions

Reprints and permissions

Copyright information

© 2020 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Dayal, H.C., Lingam, G.I. (2020). Fijian Secondary Mathematics Teachers’ Beliefs About the Nature of Mathematics and Their Self-Reported Teaching Practices. In: Dorovolomo, J., Lingam, G. (eds) Leadership, Community Partnerships and Schools in the Pacific Islands. Springer, Singapore. https://doi.org/10.1007/978-981-15-6483-3_7

Download citation

  • DOI: https://doi.org/10.1007/978-981-15-6483-3_7

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-15-6482-6

  • Online ISBN: 978-981-15-6483-3

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation