Mathematics Teachers’ Beliefs and Its Contribution toward Teaching Practice and Student Achievement

Abstract

This paper aims to discuss about relationship between: (1) mathematics teacher beliefs and teaching practice, (2) teaching practice and student achievement, and (3) mathematics teachers’ beliefs and student achievement. The method of narrative reviews is selected for the synthesis of finding. Teachers’ beliefs are part of the teachers’ competence. Teachers’ beliefs contribute to how teachers act in the classroom. However, teachers aren’t always realize some of their beliefs in teaching practice. This is due to several factors, such as social context and teachers’ thought. According to Indonesian curriculum in 2013 until 2018, it emphasizes student-centered learning. Applying beliefs supporting the student-centered learning views encourages students to learn actively. Student-centered learning makes students able to improve their knowledge and skills and contribute to student achievement. Conversely, if teachers’ beliefs aren’t aligned with teachers’ teaching practice, it will inhibit student-centered learning. Based on the literatures review in this paper, concluded that (1) mathematics teachers’ beliefs guide teacher to determine teaching practice considered correct, (2) student-centered learning improves student achievement, and (3) teacher’s belief and teaching practice aligning with student-centered learning can support students to construct actively their mathematics knowledge and improve mathematics learning achievement.