THE RELATIONSHIP BETWEEN EPISTEMOLOGICAL AND PEDAGOGICAL BELIEFS OF MATHEMATICS TEACHERS IN OMAN

Abstract

The primary aim of the present study was to identify the mathematics teachers’ pedagogical and epistemological beliefs as well as the relationship that exists between them. To achieve this purpose, Epistemic Belief Inventory and Learning Conceptions Scale were adapted in Omani context. A total of 400 mathematics teachers (56% were male and 44% were female) participated in this study. Results revealed that mathematics teachers hold constructivist teaching beliefs more than conventional teaching beliefs, and this associated with their epistemological beliefs. Furthermore, mathematics teachers hold advanced epistemological beliefs. The study further proposed that researchers should conduct comparable studies with various samples and in various countries. Cross-cultural research will be valuable to find out how culture influences the beliefs and practices of teachers. The findings of the study have significant implications for research on teachers’ beliefs, Mathematics instruction and teacher preparation.