Skip to main content
SpringerLink
Log in

The cultural dimension of beliefs: an investigation of future primary teachers’ epistemological beliefs concerning the nature of mathematics in 15 countries

  • Original Article
  • Published:
ZDM Aims and scope Submit manuscript

Abstract

Beliefs constitute a central part of a person’s professional competencies and are crucial to the perception of situations as they influence our choice of actions. This paper focuses on epistemological beliefs about the nature of mathematics of future primary teachers from an international perspective. The data reported are part of a larger sample originating from the TEDS-M study which compares primary mathematics teacher education in 15 countries. In this paper we examine the pattern of beliefs of future teachers aiming to teach mathematics at primary level. We explore whether and to what extent beliefs concerning the nature of mathematics are influenced by cultural factors, in our case the extent to which a country’s culture can be characterized by an individualistic versus collectivistic orientation according to Hofstede’s terminology. In the first part of the paper, the literature on epistemological beliefs is reviewed and the role of culture and individualism/collectivism on the formation of beliefs concerning the nature of mathematics will be discussed. In the empirical part, means and distributions of belief ratings will be reported. Finally, multilevel analyses explore how much of the variation of belief preferences between countries can be explained by the individualistic orientation of a country.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

Notes

  1. In Table 1, countries in which the mean significantly differs from the international mean are italicized. Individual t-tests were used for comparison. The international mean represents the unweighted mean of the 15 country means. In order to equally represent countries with small samples, each country is given the same weight, so that countries with larger samples are not overrepresented in the international mean. All country means were computed using country-specific weights.

  2. In Botswana and Georgia the Hofstede Index has not yet been applied, so that both countries have been excluded from the following analyses.

  3. Note that an analysis based on the static belief scale would have yielded the same results, as both scales have identical absolute values with opposite signs.

References

  • Andrews, P. (2007). The curricular importance of mathematics: A comparison of English and Hungarian teachers’ espoused beliefs. Journal of Curriculum Studies, 39, 317–338.

    Article  Google Scholar 

  • Auyeung, P., & Sands, J. (1996). A cross-cultural study of the learning style of accounting students. Accounting and Finance, 36, 261–274.

    Article  Google Scholar 

  • Barmeyer, C. I. (2004). Learning styles and their impact on cross-cultural training: An international comparison in France, Germany and Quebec. International Journal of Intercultural Relations, 28, 577–594.

    Article  Google Scholar 

  • Baumert, J., & Kunter, M. (2006). Stichwort: Professionelle Kompetenz von Lehrkräften. Zeitschrift für Erziehungswissenschaft, 9, 469–520.

    Article  Google Scholar 

  • Blömeke, S., Kaiser, G., & Lehmann, R. (2008). Professionelle Kompetenz angehender Lehrerinnen und Lehrer. Wissen, Überzeugungen und Lerngelegenheiten deutscher Mathematik-Studierender und -Referendare. Erste Ergebnisse zur Wirksamkeit der Lehrerausbildung. Münster: Waxmann.

  • Blömeke, S., Kaiser, G., & Lehmann, R. (2010). TEDS-M 2008—Professionelle Kompetenz und Lerngelegenheiten angehender Primarstufenlehrkräfte im internationalen Vergleich. Münster: Waxmann.

    Google Scholar 

  • Blömeke, S., Müller, C., Felbrich, A., & Kaiser, G. (2008). Epistemologische Überzeugungen zur Mathematik. In S. Blömeke, G. Kaiser, & R. Lehmann (Eds.), Professionelle Kompetenz angehender Lehrerinnen und Lehrer. Wissen, Überzeugungen und Lerngelegenheiten deutscher Mathematikstudierender und -referendare. Erste Ergebnisse zur Wirksamkeit der Lehrerausbildung (pp. 219–246). Münster: Waxmann.

  • Blömeke, S., Suhl, U., & Kaiser, G. (2011). Teacher education effectiveness: Quality and equity of future primary teachers’ mathematics and mathematics pedagogical content knowledge. Journal of Teacher Education, 62(2), 154–171.

    Article  Google Scholar 

  • Blömeke, S., Suhl, U., Kaiser, G., & Döhrmann, M. (2012). Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An international comparison of fifteen countries. Teacher and Teacher Education, 28, 44–55.

    Google Scholar 

  • Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 709–725). New York: Macmillan.

    Google Scholar 

  • Chiu, M. M., & Klassen, R. M. (2010). Relations of mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries. Learning and Instruction, 20, 2–17.

    Article  Google Scholar 

  • Dionne, J. J. (1984). The perception of mathematics among elementary school teachers. In J. M. Moser (Ed.), Proceedings of the 6th conference of the North American chapter of the international group for the psychology of mathematics education (pp. 223–228). Madison: University of Wisconsin-Madison.

    Google Scholar 

  • Dubberke, T., Kunter, M., Julius-McElvany, N., Brunner, M., & Baumert, J. (2008). Lerntheoretische Überzeugungen von Mathematiklehrkräften: Einflüsse auf die Unterrichtsgestaltung und den Lernerfolg von Schülerinnen und Schülern. Zeitschrift für Pädagogische Psychologie, 22, 193–206.

    Article  Google Scholar 

  • Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. In P. Ernest (Ed.), Mathematics teaching. The state of the art (pp. 249–254). New York: Falmer Press.

  • Fischer, R. (2004). Standardization to account for cross-cultural response bias: A classification of score adjustment procedures and review of research in JCCP. Journal of Cross-Cultural Psychology, 35, 263–282.

    Article  Google Scholar 

  • Goldin, G., Rösken, B., & Törner, G. (2009). Beliefs—No longer a hidden variable in mathematical and learning processes. In W. Schlöglmann & J. Maasz (Eds.), Beliefs and attitudes in mathematics education: New research results (pp. 1–18). Rotterdam: Sense Publishers.

    Google Scholar 

  • Graumann, G., & Pehkonen, E. (1993). Schülerauffassungen über Mathematikunterricht in Finnland und Deutschland im Vergleich. Beiträge zum Mathematikunterricht 1993 (pp. 144–147). Franzbecker: Hildesheim.

  • Grigutsch, S. (1996). Mathematische Weltbilder von Schülern. Struktur, Entwicklung, Einflussfaktoren. Unpublished doctoral thesis at Department of Mathematics. Duisburg: Gerhard-Mercator-University.

  • Grigutsch, S., Raatz, U., & Törner, G. (1998). Einstellungen gegenüber Mathematik bei Mathematiklehrern. Journal für Mathematik-Didaktik, 19, 3–45.

    Google Scholar 

  • Hofer, B. K., & Pintrich, P. R. (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah: Erlbaum.

    Google Scholar 

  • Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10, 301–320.

    Article  Google Scholar 

  • Hofstede, G. (2001). Culture’s consequences—Comparing values, behaviors, institutions and organizations across nations. London, New Delhi, Thousand Oaks: Sage Publications.

  • House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W., & Gupta, V. (2004). Culture, leadership and organisations: The GLOBE study of 62 societies. Thousand Oaks: Sage Publications.

    Google Scholar 

  • Hsieh, F. -J., Lin, P. -J., & Wang, T. -J. (2011). Mathematics-related teaching competence of Taiwanese primary future teachers: evidence from TEDS-M. ZDM—The International Journal on Mathematics Education. doi:10.1007/s11858-011-0377-7.

  • Johnson, T., Kulesa, P., Cho, Y. I., & Shavitt, S. (2005). The relation between culture and response styles: Evidence from 19 countries. Journal of Cross-Cultural Psychology, 36, 264–277.

    Article  Google Scholar 

  • Joy, S., & Kolb, D. A. (2009). Are there cultural differences in learning styles? International Journal of Intercultural Relations, 33, 69–85.

    Article  Google Scholar 

  • Kaur, B., & Yeap, B. H. (2009). Mathematical problem solving in Singapore schools. In B. Kaur, B. H. Yeap, & M. Kapur (Eds.), Mathematical problem solving: Yearbook 2009 (pp. 3–13). Singapore: Association of Mathematics Education and World Scientific.

    Chapter  Google Scholar 

  • Klieme, E., & Vieluf, S. (2009). Teaching practices, teachers’ beliefs and attitudes. In OECD (Ed.), Creating effective teaching and learning environments. First results from TALIS (pp. 87–135). Paris: OECD.

  • Leder, C., Pehkonen, E., & Törner, G. (2002). Beliefs: A hidden variable in mathematics education?. Dordrecht: Kluwer Academic Publishers.

    Google Scholar 

  • Leung, F. K. S. (2006). Mathematics education in East Asia and the West: Does culture matter? In F. K. S. Leung, K.-D. Graf, & F. J. Lopez-Real (Eds.), Mathematics education in different cultural traditions—A comparative study of the East Asia and the West. The 13th ICMI study (pp. 21–46). New York: Springer.

  • Liljedahl, P., Rolka, K., & Roesken, B. (2007). Affecting affect: The reeducation of preservice teachers’ beliefs about mathematics and mathematics teaching and learning. In W. G. Martin, M. E. Strutchens & P. C. Elliott (Eds.), The learning of mathematics. Sixty-ninth yearbook of the National Council of Teachers of Mathematics (pp. 319–330). Reston, VA: National Council of Teachers of Mathematics.

  • Lin, P.-J., & Li, Y. (2009). Searching for good mathematics instruction at primary school level valued in Taiwan. ZDM—The International Journal on Mathematics Education, 41(3), 363–378.

    Article  Google Scholar 

  • Muthén, L. K., & Muthén, B. O. (1998–2007). Mplus user’s guide. Fifth edition. Los Angeles, CA: Muthén & Muthén.

  • Op’t Eynde, P., De Corte, E., & Verschaffel, L. (2002). Framing students’ mathematics-related beliefs. A quest for conceptual clarity and a comprehensive categorization. In G. C. Leder, E. Pehkonen & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 13–37). Netherlands: Kluwer Academic Publishers.

  • Pajares, F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.

    Google Scholar 

  • Pehkonen, E., & Lepmann, L. (1994). Vergleich der Lehrerauffassungen über den Mathematikunterricht in Estland und Finnland (research report no. 152). Helsinki: University/Department of Teacher Education.

  • Pepin, B. (1999a). Epistemologies, beliefs and conceptions of mathematics teaching and learning: The theory, and what is manifested in mathematics teachers’ work in England, France and Germany. In B. Hudson, F. Buchberger, P. Kansanen, & H. Seel (Eds.), Didaktik/Fachdidaktik as science(s) of the teaching profession (TNTEE Publications (Vol. 2, pp. 127–146). Umea: TNTEE.

    Google Scholar 

  • Pepin, B. (1999b). The influence of national cultural traditions on pedagogy: Classroom practices in England, France and Germany. In J. Leach & B. Moon (Eds.), Learners and pedagogy (pp. 124–139). London: Sage Publications.

    Google Scholar 

  • Peterson, P. L., Fennema, E., Carpenter, T., & Loef, M. (1989). Teachers’ pedagogical content beliefs in mathematics. Cognition and Instruction, 6(1), 1–40.

    Article  Google Scholar 

  • Philipp, R. (2007). Mathematics teachers’ belief and affect. In F. K. Lester (Ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp. 257–315). Charlotte: Information Age Publishing & National Council of Teachers of Mathematics.

    Google Scholar 

  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. Handbook of Research on Teacher Education, 102–119.

  • Roesken, B., & Törner, G. (2010). Beliefs of university teachers of mathematics. In F. Furinghetti & F. Morselli (Eds.), Proceedings of the conference MAVI-15: Ongoing research on beliefs in mathematics education (pp. 35–46). Genova: Department of Mathematics, University of Genova.

    Google Scholar 

  • Schmidt, W. H., Blömeke, S., & Tatto, M. T. (2011). Teacher education matters. A study of the mathematics teacher preparation from six countries. New York: Teacher College Press.

    Google Scholar 

  • Schmidt, W. H., Tatto, M. T., Bankov, K., Blömeke, S., Cedillo, T., Cogan, L., et al. (2007). The preparation gap: Teacher education for middle school mathematics in six countries. MT21 Report. East Lansing: Michigan State University.

  • Schoenfeld, A. H. (1998). Toward a theory of teaching-in-context. Issues in Education, 4, 1–94.

    Article  Google Scholar 

  • Schwartzman, S. (1993). Policies for higher education in Latin America: The context. Higher Education, 25, 9–20.

    Article  Google Scholar 

  • Senk, S. L., Tatto, M. T., Reckase, M., Rowley, G., Peck, R., & Bankov, K. (2012). Knowledge of future primary teachers for teaching mathematics: an international comparative study. ZDM—The International Journal on Mathematics Education. doi:10.1007/s11858-012-0400-7.

  • Siu, M. K. (2009a). The algorithmic and dialectic aspects in proof and proving. In F.-L. Lin, F. J. Hsieh, G. Hanna & M. de Villiers (Eds.), Proof and proving in mathematics education. ICMI study 19 conference proceedings (Vol. 2, pp. 160–165). Taiwan: National Taiwan Normal University.

  • Siu, M. K. (2009b). Mathematics education in East Asia from antiquity to modern times. In K. Bjarnadottir, F. Furinghetti, & G. Schubring (Eds.), Dig where you stand: Proceedings of the conference on on-going research in the history of mathematics education (pp. 197–208). Reykjavik: School of Education of University of Iceland.

    Google Scholar 

  • Staub, F., & Stern, E. (2002). The nature of teacher’s pedagogical content beliefs matters for students’ achievement gains: Quasi-experimental evidence from elementary mathematics. Journal of Educational Psychology, 94, 344–355.

    Article  Google Scholar 

  • Stipek, D. J., Givvin, K. B., Salmon, J. M., & MacGyvers, V. L. (2001). Teachers’ beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17, 213–226.

    Article  Google Scholar 

  • Sullivan, P., & Wood, T. (2008). Knowledge and beliefs in mathematics teaching and teaching development. Volume 1—The international handbook of mathematics teacher education. Rotterdam: Sense Publishers.

  • Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher education and development study in mathematics (TEDS-M): Conceptual framework. East Lansing: Teacher Education and Development International Study Center, College of Education, Michigan State University.

    Google Scholar 

  • Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127–146). New York: Macmillan.

    Google Scholar 

  • Törner, G. (2000). Structuring mathematical belief structures—Some theoretical considerations on beliefs, some research questions and some phenomenological observations. In M. L. Fernandez (Ed.), Proceedings of the 22nd annual meeting of the North American chapter of the international group for the psychology of mathematics education (Vol. 2, pp. 499–508). Columbus: ERIC Clearinghouse for Science, Mathematics and Environment.

    Google Scholar 

  • Törner, G., & Grigutsch, S. (1994). Mathematische Weltbilder“bei Studienanfängern—Eine Erhebung. Journal für Mathematik-Didaktik, 15(3/4), 211–251.

    Google Scholar 

  • Triandis, H. C. (1995). Individualism and collectivism. San Francisco: Westview Press.

    Google Scholar 

  • Vieluf, S., & Klieme, E. (2011). Cross-nationally comparative results on teachers’ qualification, beliefs, and practices. In Y. Li & G. Kaiser (Eds.), Expertise in mathematics instruction (pp. 295–326). New York: Springer.

    Chapter  Google Scholar 

  • Voss, T., Kleickmann, T., Kunter, M., & Hachfeld, A. (2011). Überzeugungen von Mathematiklehrkräften. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Professionelle Kompetenz von Lehrkräften - Ergebnisse des Forschungsprogramms COACTIV (pp. 235–258). Münster: Waxmann.

    Google Scholar 

  • Yamazaki, Y. (2005). Learning styles and typologies of cultural differences: A theoretical and empirical comparison. International Journal of Intercultural Relations, 29, 521–548.

    Article  Google Scholar 

  • Yeager, G. M. (1991). Elite education in nineteenth-century Chile. The Hispanic American Historical Review, 71, 73–105.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Humboldt-University, Berlin, Germany

    Anja Felbrich & Christiane Schmotz

  2. University of Hamburg, Hamburg, Germany

    Gabriele Kaiser

Authors
  1. Anja Felbrich
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Gabriele Kaiser
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Christiane Schmotz
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Anja Felbrich.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Felbrich, A., Kaiser, G. & Schmotz, C. The cultural dimension of beliefs: an investigation of future primary teachers’ epistemological beliefs concerning the nature of mathematics in 15 countries. ZDM Mathematics Education 44, 355–366 (2012). https://doi.org/10.1007/s11858-012-0418-x

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11858-012-0418-x

Keywords

Search

Navigation