Epistemological Beliefs

A substantial number of studies have investigated the beliefs of students regarding the nature of knowledge, as well as the beliefs of pre-service teachers in relation to the nature of knowledge and the process of its acquisition, teaching, and learning. Such beliefs regarding the nature of knowledge when grouped together are referred to as epistemological beliefs. Epistemological beliefs are beliefs about the nature of knowledge and learning. In the late 1980s, Schommer integrated epistemological dimensions and conceived them as a system of independent beliefs which means that there are multiple beliefs that compose one’s personal epistemology. One of the claims pertaining to this is, one’s epistemological belief may change over time. In

The quality of and progress in science, technology and industrialization in any developing nation revolves round the quality of mathematics education received by the students. The utilitarian value of mathematics in the course of daily life is no longer news thus the basis for which it constitute the major aspect of our education system since its application cuts across all areas of human endeavour (Popoola & Olutola, 2010). Despite the role of mathematics in national development, its study has not been effective in meeting the demands of national development in Nigeria (Agwagah, 1996). Several reasons have been advanced for students’ poor performance in mathematics. Some of the reasons are attributed to teacher quality/characteristics while others to the nature of the subject. The teacher is no doubt an important component in school mathematics learning and probably has a pronounced effect on how and what mathematics a student learns. There has been a change of research interest in teacher education from studying teachers' classroom behaviour and teaching skills to examining teachers' thinking and beliefs. Such a shift is based on the assumption that a need for increased understanding of teachers' decision making and practice in the classroom (Armour-Thomas, 1989; Clandinnin & Connelly, 1987; Clark & Peterson, 1986; Fenstermacher, 1978). Although it is a difficult task to study teachers' beliefs, it is likely to be a rewarding area of research if concepts of specific beliefs are carefully operationalized, appropriate methodology chosen, and designs thoughtfully constructed (Pajares, 1992). Pintrich (1990) has suggested that beliefs will ultimately prove the most valuable psychological construct to teacher education. In fact, it