Abstract
This paper focuses on the belief systems towards teaching calculus of 29 upper secondary mathematics teachers. Firstly, we discuss different educational trends in teaching calculus, and the theoretical approach based on the construct of belief systems. Afterwards we describe the method of our study used to analyse the belief systems of the calculus teachers. Referring to findings of our research, we firstly focus on central and peripheral beliefs and thus discuss the structure of the teachers’ belief systems. Further, we compare the teachers’ belief systems to established educational trends of teaching calculus. Finally, we conclude the paper by reflecting on our main findings and by discussing possible directions of further research.
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