South Korean Elementary Teachers’ Belief Structures in Teaching Mathematics

Abstract

This study examines South Korean elementary teachers’ belief structures in the application of their knowledge in mathematics instruction based on the assumption that beliefs play the role of filters when teachers apply their knowledge. From the statistical analysis of the survey data, this study reveals that there are some dominant components in South Korean elementary teachers’ belief structures. In addition, some belief components might be affected by a teacher’s gender and academic degrees. The findings include representative illustrations of South Korean elementary teachers’ belief structures in building students’ mathematics ideas, addressing students’ misconceptions, engaging students in mathematics learning, and promoting students’ thinking about mathematics.