Abstract
Teacher beliefs and practices related to them could provide varying opportunities for students to develop their agency related to learning math. The aim of the current paper is to explore how different math teacher beliefs (concerning the nature of mathematics, constructivist beliefs, and self-efficacy) relate to different dimensions of student agency in primary education. A two-level multilevel model was analyzed to find out to what extent selected teacher beliefs are associated with student math competence and agency dimensions. The study was conducted in Estonia and data from 3rd and 4th grade students (N = 1557) and their teachers (N = 121) was included in the analysis. The results showed that teacher self-efficacy beliefs, constructivist beliefs, and static views on the nature of mathematics were related to students’ agency dimensions. Possible explanations and directions for further studies are discussed.
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