Teachers’ Ideology and Mathematics Pedagogical Practices in Secondary Grades

Teachers’ Ideology in Mathematics played a crucial role in shaping classroom decisions and practices. In today’s 21st-century classroom, there is an increasing demand for learners who can not master mathematical concepts, think critically, and solve problems. This study aimed to determine the respondents’ level of ideology in Mathematics and their Mathematics pedagogical practices. Particularly, this study sought to find out the level of teachers’ ideology in Mathematics; examine the respondents’ level of Mathematics pedagogical practices; and determine the significant relationship between respondents’ level of ideology in Mathematics and their Mathematics pedagogical practices. The study involved one hundred fifty-four (154) Grade 7 Mathematics teachers and used a descriptive-correlational research design. The universal sampling technique was employed in this study. The instruments were patterned and modified, and the statistical treatments used were the mean, standard deviation, and Pearson Correlation. Findings revealed that the respondents’ assessment of their level of ideology in Mathematics was very high in personal conception, and their Mathematics pedagogical practices were highly practiced in learning materials. The correlation between respondents’ ideology in mathematics and their Mathematics pedagogical practices was significant. The study concludes that personal conception demonstrates the respondents’ positive views of Mathematics as a meaningful and dynamic discipline and learning materials have contributed positively to learners’ mathematical understanding and learning experiences. It recommends that teachers should strengthen their assumptions about teaching and learning Mathematics and use varied assessment practices to further improve learners’ mathematical understanding, critical thinking, and problem-solving skills.