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ERIC Number: EJ1041568
Record Type: Journal
Publication Date: 2014-Nov
Pages: 27
Abstractor: As Provided
Reference Count: 66
ISSN: ISSN-0013-1954
Worldviews, Religions, and Beliefs about Teaching and Learning: Perception of Mathematics Teachers with Different Religious Backgrounds
Chan, Yip-Cheung; Wong, Ngai-Ying
Educational Studies in Mathematics, v87 n3 p251-277 Nov 2014
Beliefs about mathematics education and their influences on teaching practices have been widely investigated in recent decades. There have been numerous empirical studies on the influences of religions on teachers' and students' beliefs about subjects such as sciences and language. However, the influences of worldviews in general and religions in particular, as one of the major sources of beliefs in relation to mathematics education, are under-researched. The current study is a first step to unpacking the relationship between teachers' religions and their beliefs about mathematics teaching and learning. By means of semi-structured interviews with mathematics teachers of different religious backgrounds, teachers' perceptions on the connection between their personal religious beliefs and their beliefs about teaching and learning are investigated. In-depth analyses of the perceptions of three mathematics teachers reveal the complex relationship between teachers' religious beliefs and their teaching beliefs. First, there are some common values shared by different religions, which influence the beliefs about mathematics teaching and learning as well as education in general. Second, religion is a rich belief system, and the teachers appear to apply only a portion of their religious beliefs to guide their teaching. It is also possible that a teacher is influenced by more than one religion or cultural tradition. Despite its subtleties, our study provides evidence to support the alignment between teachers' personal religious beliefs and their beliefs about mathematics teaching and learning.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A