Knowledge Resource · Open access
Research Summary: Ontological beliefs as predictors of instructional practices among preservice mathematics teachers: evidence from a Ghanaian University
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 7 September 2026
- Last updated
- 22 September 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
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.
Why it matters
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.
Key insights
- Teachers' beliefs about mathematics are acknowledged as significant influences on instructional decision-making.
- Empirical evidence concerning the role of ontological beliefs in shaping mathematics teaching practices is limited.
- This limitation is particularly pronounced in Sub-Saharan African contexts, such as Ghana.
- The study specifically examined whether pre-service mathematics teachers' ontological beliefs statistically predict their teaching practices.
- The research involved 312 Level 300 pre-service mathematics teachers from a Ghanaian public university.
- A quantitative cross-sectional survey design was employed, using a researcher-developed questionnaire.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1933283
Related resources
Previous
Self-regulation skills as statistical predictors of environmental awareness and consciousness in preschool children: a cross-sectional study
Next
From provision to belonging: a conceptual framework for belonging-led inclusion in mainstream schools
ChatGPT Ads expands to 26 new countries as over 100,000 advertisers have used the platform
Knowledge Resource
A five-function theory-informed instructional design model for developing clinical reasoning
Knowledge Resource
Can education set the agenda for AI? Simulated innovation and pedagogical direction-setting in teacher education
Knowledge Resource
Teachers' artificial intelligence self-efficacy: development and validation of a multidimensional scale grounded in social cognitive theory
Knowledge Resource
Recurring mechanisms of language use across historical pandemic contexts: evidence from Russian and Polish diasporas in Germany during COVID-19
Knowledge Resource
"I can't follow what’s happening": deaf and hard of hearing students’ experiences of communication access in inclusive classrooms
Knowledge Resource
Citation
Cite the original work (APA 7)
The original source is authoritative for this citation. Cite the source publication directly — this attribution is pending verification. Open the original source.
Verification
This is an authenticated AZIZ OS resource record.
- Verification ID
- ASA-EXE-2026-00189
- Version
- v1.0 · r0
- Issued
- 7 September 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Ontological beliefs as predictors of instructional practices among preservice mathematics teachers: evidence from a Ghanaian University
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.