An Investigation of the Role of In-Service Middle School Mathematics Teachers’ Epistemological Beliefs for Designing the Learning Environment

Year 2021, , 140 - 153, 14.06.2021

İlhan Karataş , Nurbanu Yılmaz

https://doi.org/10.17278/ijesim.902288

Abstract

The aim of the study was to determine the epistemological beliefs of in-service middle school mathematics teachers and to examine the role of these beliefs in designing learning environments. The study is a descriptive study using qualitative research technique. Since the aim of this study is to explain the results of a specific situation, the case study design was used. 14 middle school mathematics teachers with different teaching experiences participated in the study. Semi-structured interviews were used as data collection tools. Interview consisting of seven questions were taken from the study of Luft and Roehrig (2007). The data obtained from the teachers were analysed qualitatively according to the teacher models in the study conducted by Luft and Roehrig (2007). Teacher models were explained in five main themes. Interview data obtained from teachers were analysed according to experience of teachers and models and presented as percentages and frequencies. It was observed that teachers had transitional and teacher-centered epistemological beliefs in general. Moreover, epistemological beliefs of a particular teacher might be different from one question to another within the interview. The results have shown that the curriculum and examination system were one of the most important factors affecting the views and decisions of teachers related with teaching.

Keywords

mathematics education, epistemological beliefs, learning environment, mathematics teacher

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