A Multidimensional Analysis of Mathematical Thinking Beliefs among Mathematics Teachers

Abstract

This study examined the mathematical thinking beliefs of secondary mathematics teachers in the Sta. Maria District during the school year 2026–2027, focusing on problem solving, mathematical representation, reasoning and proof, mathematical communication, and mathematical connection. It also determined differences in these beliefs according to sex and years of teaching experience and examined the relationships among the five dimensions. The study was anchored in teachers’ beliefs, the NCTM Process Standards, and Constructivist Learning Theory. A quantitative descriptive-comparative-correlational and cross-sectional survey design was employed. Using total enumeration, all 41 public secondary mathematics teachers from six schools participated. Data were collected using the 23-item Mathematical Thinking Beliefs (MTB) questionnaire and analyzed through weighted mean, analysis of variance, and Pearson’s product-moment correlation. The findings revealed a very high overall extent of mathematical thinking beliefs, with a grand mean of 4.68. Mathematical representation obtained the highest mean of 4.71, followed by problem solving at 4.70, reasoning and proof and mathematical communication at 4.68, and mathematical connection at 4.65. No significant differences were found according to sex (p = .062) or length of service (p = .438). All ten relationships among the five dimensions were positive and statistically significant, with the strongest relationship occurring between problem solving and mathematical connection (r = 0.884). The study concluded that mathematical thinking beliefs function as strongly interconnected components and recommended continued professional development, collaborative learning, reflective activities, and classroom practices that strengthen all five dimensions. The study supports SDG 4: Quality Education by contributing evidence for improving mathematics instruction and teachers’ capacity to promote meaningful and higher-order learning. Its sustainability impact is primarily educational and institutional, as the findings may guide curriculum implementation, instructional leadership, and sustained teacher professional development.