Abstract:

The purpose of the study was to explore the teachers’ epistemological beliefs regarding the Mathematics curriculum and their reflection in classroom practices. The explanatory sequential design of the mixed-method approach was adopted. The sample was selected from public sector secondary schools of Lahore District by using a multi-level sequential mixed sampling design. For the quantitative phase, the sample was selected at two levels. At the first level, 50 secondary schools were selected through a proportionate stratified cluster random sampling technique. Subsequently, 250 teachers were selected through a simple random sampling technique from the selected school. While in the qualitative phase, the researchers observed 35 secondary school teachers’ epistemological beliefs about the Mathematics curriculum that reflect through their classroom practices. Two research instruments (i.e. questionnaire for teachers’ epistemological beliefs and observation protocol) were used to explore the teachers’ epistemological beliefs regarding the Mathematics curriculum and their classroom practices. The quantitative data were analyzed through descriptive and inferential statistics. However, the qualitative data were analyzed through the qualitative descriptive analysis technique. The researchers found that teachers have sophisticated (strong) beliefs in the dimension of the certainty of knowledge as compare to other dimensions of epistemological beliefs. Moreover, teachers played as an omniscient authority as the source of Mathematical knowledge which was reflected in their classroom practices.

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