Teacher Beliefs about Mathematics Instruction and Teaching Practices in Croatian Primary Schools
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| Title: | Teacher Beliefs about Mathematics Instruction and Teaching Practices in Croatian Primary Schools |
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| Language: | English |
| Authors: | Josipa Cuka (ORCID |
| Source: | European Journal of Science and Mathematics Education. 2025 13(4):433-448. |
| Availability: | European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Elementary School Teachers, Teacher Attitudes, Mathematics Instruction, Teaching Methods, Beliefs, Conventional Instruction, Teaching Experience, Educational Environment, Teacher Role |
| Geographic Terms: | Croatia |
| ISSN: | 2301-251X |
| Abstract: | This study explores the relationship between primary school teachers' beliefs about mathematics instruction and their actual teaching practices in Croatian classrooms. Specifically, it examines whether teachers' instructional approaches align with their beliefs, particularly in the context of traditional versus non-traditional pedagogical models. A total of 246 primary school teachers across Croatia participated in an online survey consisting of four sections: demographic data, beliefs about mathematics instruction, their teaching practices, and preferred teaching scenarios for selected mathematics topics. Beliefs and practices were classified using a five-level scale from traditional to non-traditional, based on Raymond's (1997) framework. Quantitative data were analyzed using factor analysis, Spearman's rank correlation, and Kruskal-Wallis tests. By categorizing teacher beliefs and teaching practices from traditional to non-traditional models, this study offers insight into the complexities of instructional implementation. Notably, it highlights that although teachers have non-traditional, student-centered beliefs and problem-based learning, their actual teaching is often grounded in traditional approaches--revealing a persistent belief-practice gap. The finding that more experienced teachers are more likely to adopt non-traditional practices challenges common assumptions and adds to our understanding of instructional change. Additionally, experienced teachers were more likely to implement non-traditional practices than their less experienced peers. External factors, such as class size and school location, adds depth to the belief-practice discourse by emphasizing that external factors can moderate instructional change. This research not only reinforces the significance of teacher cognition in educational reform but also underscores the need for targeted professional development and systemic support to bridge the belief-practice divide in mathematics teaching. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1491155 |
| Database: | ERIC |
| Abstract: | This study explores the relationship between primary school teachers' beliefs about mathematics instruction and their actual teaching practices in Croatian classrooms. Specifically, it examines whether teachers' instructional approaches align with their beliefs, particularly in the context of traditional versus non-traditional pedagogical models. A total of 246 primary school teachers across Croatia participated in an online survey consisting of four sections: demographic data, beliefs about mathematics instruction, their teaching practices, and preferred teaching scenarios for selected mathematics topics. Beliefs and practices were classified using a five-level scale from traditional to non-traditional, based on Raymond's (1997) framework. Quantitative data were analyzed using factor analysis, Spearman's rank correlation, and Kruskal-Wallis tests. By categorizing teacher beliefs and teaching practices from traditional to non-traditional models, this study offers insight into the complexities of instructional implementation. Notably, it highlights that although teachers have non-traditional, student-centered beliefs and problem-based learning, their actual teaching is often grounded in traditional approaches--revealing a persistent belief-practice gap. The finding that more experienced teachers are more likely to adopt non-traditional practices challenges common assumptions and adds to our understanding of instructional change. Additionally, experienced teachers were more likely to implement non-traditional practices than their less experienced peers. External factors, such as class size and school location, adds depth to the belief-practice discourse by emphasizing that external factors can moderate instructional change. This research not only reinforces the significance of teacher cognition in educational reform but also underscores the need for targeted professional development and systemic support to bridge the belief-practice divide in mathematics teaching. |
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| ISSN: | 2301-251X |
