TEACHERS’ BELIEFS AND HOW THEY CORRELATE WITH TEACHERS’ PRACTICES OF PROBLEM SOLVING

Abstract

In this report, a case study with three teachers from Indonesia is presented. The purpose of this present study is to understand if and how teachers’ beliefs correlate with their practices of problem solving. The teachers were asked to teach the topic “problem solving” and the corresponding lessons were observed. Additionally, the participating teachers were interviewed to capture their beliefs regarding mathematics and problem solving. The analyses of the interviews and the observations show a correlation between the teachers’ beliefs and their actions in those lessons.