Ontological beliefs as predictors of instructional practices among preservice mathematics teachers: evidence from a Ghanaian University

A study conducted at a public university in Ghana investigated the relationship between pre-service mathematics teachers' ontological beliefs and their instructional practices. The research highlights a recognized gap in empirical evidence regarding this influence, particularly within Sub-Saharan African educational contexts. Utilising a quantitative cross-sectional survey with 312 participants, the study aimed to determine if these beliefs significantly predict mathematics teaching practices, guided by Ernest's Philosophy of Mathematics Education.

Understanding the foundational beliefs of educators is critical as these beliefs can profoundly shape pedagogical approaches and, consequently, educational outcomes. This research addresses a significant gap in regional data, providing insights into factors influencing teacher effectiveness and curriculum implementation in specific educational systems. Such insights can inform strategic development in teacher training and professional development programs.

Teachers' beliefs about mathematics are acknowledged as significant influences on instructional decision-making.

Forward consideration, not a verified fact.