Analyzing Some Iranian- High School Teachers’ Beliefs on Mathematics, Mathematics Learning and Mathematics Teaching

This study focuses on some Iranian high school mathematics teachers’ beliefs about the nature of
mathematics, its teaching and learning within two theoretical frameworks, Absolutist Traditional Beliefs and
Constructivist Non-Traditional Beliefs. Almost 100 of high school mathematics teachers in district 1 of education
department of Tehran filled the questionnaires which were about their traditional and non- traditional beliefs. The
results showed the teachers have stronger agreement with traditional beliefs than with non-traditional beliefs about
the nature of mathematics, students’ learning and mathematics curriculum. Some conflicting and mixed views were
also observed in teachers which can mean the incomplete process of new reform movements among the
mathematics teachers. On the other hand, relation between different variables shows that teachers’ beliefs about the
nature of mathematics, mathematics curriculum, students, students’ learning and their own teaching, may affect one
another.