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.

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