A new study examines how preservice mathematics teachers’ beliefs about the nature of mathematical knowledge influence their teaching methods, based on research conducted at a Ghanaian university. The findings suggest a link between teachers’ philosophical views on mathematics—such as whether it is a fixed body of truths or a dynamic, problem-solving discipline—and the instructional strategies they adopt. Researchers analyzed data from future educators to explore whether these beliefs shape classroom approaches, offering insights into how teacher training programs might better align pedagogy with foundational assumptions. The study contributes to broader discussions on how educators’ underlying assumptions about learning can impact student engagement and mathematical understanding.
Ontological beliefs as predictors of instructional practices among preservice mathematics teachers: evidence from a Ghanaian University Frontiers
