Investigating Bhutanese mathematics teachers' beliefs and practices in the context of curriculum reform

摘要

This thesis investigated Bhutanese mathematics teachers' beliefs and practices in the context of curriculum reform. Data collected through survey and classroom observations of practicing teachers revealed that despite positive beliefs about principles embedded in the reformed curriculum, teachers continued to adopt traditional approaches to teaching mathematics. The study identified a number of possible reasons including limited professional development, cultural clashes and challenges in implementing an effective mathematics curriculum in English. The long term implication is that attempts to help pupils achieve levels of mathematical skills that enable them to contribute to the national philosophy of Gross National Happiness need to be grounded in effective teacher development.