Mathematics-related beliefs play an important role in giving a teacher directions for taking decisions and for their behavior in a mathematics class. Th erefore, the purposes of this research are to reveal the profi le of teachers' mathematics-related beliefs, the consistency among belief dimensions, teachers' practical profi le in a mathematics class, and the consistency between beliefs and teachers' practices in a mathematics class. Th is research used surveys with a cross-sectional design to collect data from 325 elementary school teachers in Jakarta. Teachers' beliefs instruments and teachers' practices in mathematics class were used to collect data. Th e fi ndings of this research indicate that teachers tend to be constructivism-oriented but are not accompanied with suitable practices in mathematics class. Moreover, complex relationships also occur in both belief dimensions and in their relationships with the practices in a mathematics class.
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Yoppy Wahyu Purnomo (2017) studied this question.
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