The Study Of Mathematics Teachers, Beliefs Change Characteristics And Inlfuencing Factors

The education system of Mainland China has been dominated by the discipline-basedcurriculum. One of the major curriculum reform initiatives launched in September,2001, iscurriculum integration. The ideology and teaching approach of these new integrated curriculadiffer from mathematics teachers’ usual classroom practices.To what extent are the integratedcurricula implemented? How have teachers’ beliefs changed? What are the factors shapingthese changes?This study, from a cultural-personal perspective, aimed to show teachers’ beliefs andtheir changes. In this study, two schools and seven teachers were chosen to be studied.Ethnographic research methods, including in-depth interview, field observation and documentanalysis were adopted to inquire into teachers’ collective daily experiences, their beliefs andtheir changes, and factors shapingthe changes in beliefs.The first chapter, mainly presents the background of this study, including the studyquestion and the study method, and describes the idea of this study.Chapter II, which is the part of literature review, introduces the theory of teachers’beliefs and domestic and international current research of mathematics teacher’s beliefs,furthermore defining the relevant concepts, and the analytical framework of this study.Chapter III and IV are the import part of this study, mainly from the teachers ofmathematics curriculum reform has encountered difficulties and countermeasures in turn topresent mathematics teachers’ beliefs change course, from three dimension includingmathematics essence beliefs and teaching beliefs, students faith to analysis before and afterthe curriculum reform in mathematics teachers’ beliefs, and for every math teacher beliefswere compared before and after the course.Chapter V is the core part of this study. Mainly from the mathematics essence beliefchange characteristics, teaching beliefs change features, students beliefs changecharacteristics shows that mathematics teachers’ beliefs and the influence factors of affect themathematics teachers’ beliefs.The study reveals that the deep and core belief of teachers is very stable. The factorsinfluencing mathemmatices teachers’ belief changes included the personal experience ofteachers, the school environment and the societal context. During the reform, mathematicsteachers’ beliefs change shows the characteristics of the regression.Integrated curriculum reform in China is meant to change the traditional teaching culture.Based on the findings, it is recommended that the education authority should implement thereform in a gradual manner and takes cultural changes into consideration. It is also essential tosupport the reconstruction of teachers’ beliefs and their professional identities.