RELATIONSHIP BETWEEN CLASSROOM AUTHORITY AND EPISTEMOLOGICAL BELIEFS AS ESPOUSED BY PRIMARY SCHOOL MATHEMATICS TEACHERS FROM THE VERY HIGH AND VERY LOW SOCIO-ECONOMIC REGIONS IN THAILAND

Abstract

This article presents findings of a larger single-country comparative study which set out to better understand primary school teachers’ mathematics education-related beliefs in Thailand. By combining the interview and observation data collected in the initial stage of this study with data gathered from the relevant literature, the 8-belief / 22-item ‘Thai Teachers’ Mathematics Education-related Beliefs’ (TTMEB) Scale was developed. The results of the Mann-Whitney U Test showed that Thai teachers in the two examined socio-economic regions espouse statistically different beliefs concerning the source and stability of mathematical knowledge, as well as classroom authority. Further, these three beliefs are found to be significantly and positively correlated.