The Degree of Consistency Between Mathematics Teachers' Beliefs Towards Constructivist Learning and Their Practice of its Skills
Abstract
The education sector has witnessed new developments in several areas, one of which is the constructive teaching practices of mathematics teachers and their beliefs about them. This has a significant impact on education and teaching methods. There are many different techniques and approaches that enhance the assurance of a better experience for both teachers and students. Therefore, the research aimed to reveal the degree of consistency in mathematics teachers' beliefs about constructive learning and their teaching practices.
The researcher followed a correlational descriptive approach, and a simple random sample of (50) male and female teachers from the General Directorate of Education in Misan was selected. The researcher prepared two tools: the first was a questionnaire to measure teachers' beliefs about constructive learning, and the second was an observation card to measure the constructive teaching practices of mathematics teachers. The psychometric properties of both tools were verified. The results showed that the degree of mathematics teachers' beliefs was moderate, as well as the degree of their constructive practices. Furthermore, there was a strong positive correlation between the beliefs of mathematics teachers and their constructive teaching practices.
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