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This study examines the relationship between mathematics teachers’ beliefs and instructional practices related to learning, pedagogy, and mathematics in regards to components of intellectual quality for eight high-school mathematics teachers. Research has demonstrated that the higher the degree of intellectual quality for instruction is rated the higher student achievement is on standardized assessments. The findings in this study demonstrate a consistent pattern between teachers espoused beliefs and their instructional practices. Even though teachers’ practices changed as they wrote curricular units to be more in line with intellectual quality characteristics, their beliefs stayed consistent over an 18 month period and were correlated to their instructional practices at the beginning and end of the project.

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This document was originally published in Journal of Mathematics Education by Education for All. Copyright restrictions may apply.