Mathematical Beliefs and Practiceso of Trained Graduate Teachers of JNVS of Bihar

Abstract

Mathematics occupies an essential place in the school curriculum. The present study 
involved the exploration of mathematics teachers‘ beliefs about teaching and learning of 
mathematics at the upper primary stage. The participants‘ were ten TGTs of JNVs of Bihar. The 
open-ended questionnaires, rating scales, and classroom observations were conducted in five 
JNVs with two female and eight male mathematics teachers. The open-ended questionnaire 
focussed on the pedagogical beliefs about mathematics and examined whether these beliefs are 
related to the traditional, process, or constructivist approaches. Classroom observations allowed 
the researcher to visualize whether mathematics teachers‘ beliefs about teaching and learning 
implemented in the classroom. The rating scale was analysed to identify and assess common 
themes among their beliefs as well as associations between their beliefs and classroom practices. 
The findings revealed that most of the mathematics teachers‘ beliefs about teaching and learning 
represented the process approach or constructivist approach. The study shows a significant shift 
toward the process approach in upper primary mathematics education. Pedagogical 
implications have been suggested by the researchers based on the findings of the study.