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Cross-Cultural Comparative Study on Mathematics Teachers Beliefs and Practices
The diversity in the student academic achievements is caused, firstly, by the quality of teaching. That’s why there are a lot of cross-cultural studies focusing on teachers nowadays. A special place in the school education is given to mathematics. The paper describes the results of the research aimed to compare mathematics practicing teachers’ beliefs about general approaches on teaching and learning, their beliefs about mathematics teaching and learning and their real classroom practice in four countries: Estonia, Latvia, Finland and Russia.NorBA (Nordic-Baltic comparative research in mathematics education) questionnaire was used in this study. The special place is given to the justification of a cross-cultural comparability of the results and questionnaire’s validisation.There were obtained statistically significant differences for all analyzed scales. Math teachers’ general beliefs about teaching are related with their view of effective mathematics teaching. Teachers’ beliefs are realized in their classroom practice. Russian teachers demonstrated a significantly higher level of constructivism and Estonian teachers combine both approaches. Russian teachers and Estonian Russian-speaking teachers are closer than Russian and Latvian Russian-speaking teachers.