IN-SERVICE ELEMENTARY SCHOOL MATHEMATICS TEACHERS’ EXPERIENCE ON CHANGING BELIEFS ABOUT TEACHING, LEARNING, AND THE NATURE OF MATHEMATICS

Abstract

This research explores the experiences of elementary mathematics teachers in shifting their beliefs about teaching, learning, and the nature of mathematics. Data were gathered through in-depth interviews with three teachers who participated in the Gerakan Nasional Pemberantasan Buta Matematika (Gernas Tastaka) Program in Muara Enim Regency, South Sumatra, Indonesia. The findings reveal significant changes in the participants' beliefs. Initially, they believed that teaching mathematics involved delivering content from textbooks and practicing calculations. Now, they view teaching as contextual, employing the Concrete-Pictorial-Abstract Approach and using manipulatives and tools. Regarding learning mathematics, they previously associated it solely with performing calculations. However, they now believe that learning should go beyond calculations and be more contextual. Their perception of the nature of mathematics also evolved. Initially, they saw it as applying procedures and calculations. Now, they view mathematics as a way to apply ideas to real-life situations. These changes are linked to the teachers' experiences in professional development programs, such as Gernas Tastaka, Program Guru Penggerak, and implementing the 2013 Curriculum. These programs played a critical role in reshaping their understanding of effective mathematics teaching and learning.