Teacher belief is a well-researched area in the international
literature. Evidence shows that teacher practice is deeply
influenced by the relevant beliefs they hold. This book reflects
the findings from an empirical study that focuses on teacher
beliefs regarding mathematics related topics and practices.
Extensive literature has constituted the theoretical framework for
the study. It was conducted on secondary mathematics teachers of
Bangladesh using both quantitative and qualitative techniques.
Mathematics teachers hold multiple and conflicting views.
Simultaneously they confirm their association with instrumentalist,
Platonist and constructivist views of mathematics emphasizing both
teacher- and student-centered approach for learning. This suggests
that teachers may be in between an alteration process of their
beliefs that results in holding multifarious contending views. The
book contents include background knowledge, significance of
studying teacher beliefs, literature review, study approach,
findings and implications. Education researchers, policy makers,
students and professional development providers will be benefited
from the content of the book.
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