Suggestion of the Explanatory model of Epistemological Beliefs and Mathematics teaching Beliefs of Iran Elective Mathematics Teachers

Subject Areas : Psychological Models and Methods

M. Mohammadi ¹ , M. Mosalaei ²

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Received: 2015-06-10 Accepted : 2015-06-10 Published : 2014-09-23

Keywords: Explanatory model, epistemological beliefs, Teaching Beliefs, Teaching Competencies,

Abstract :

The main purpose of the present research was to suggest a explanatory model of epistemological beliefs and teaching beliefs of selected mathematics teachers of country. The population of this research included all selected mathematics teachers of country in 1391-92 that 150 persons were chosen by available sampling at glorification congress for selected mathematics teachers of country. The instruments were epistemological beliefs questionnaire (Schraw & Sinatra, 2004) and teaching beliefs questionnaire (Gorsuch, 2002) that were distributed and collected after calculating validity and reliability. The results showed that: 1) The highest mean of epistemological beliefs of mathematics teachers is associated with knowledge source and the lowest mean of their epistemological beliefs is associated with stable ability and the difference between means is meaningful. Epistemological beliefs dimensions of mathematics teachers according to their importance are: knowledge source, speedy learning, simple knowledge, absolute knowledge and stable ability. 2) The highest mean of teaching beliefs mathematics teachers is associated with social teaching competency and the lowest mean of their teaching beliefs is associated with ethical teaching competency, The difference between means anticipator and meaningful.is meaningful. Different types of teaching belief mathematics teachers according to their importance are: social, non verbal, textual and ethical teaching competencies. 3) There is meaningful relationship between epistemological beliefs of selected mathematics teachers of country and their teaching belief 4-Generally, in spite of demographic charactaristies the relationship between epistemological beliefs of selected mathematics teachers of country and their teaching beliefs belief is positive.