Table of Contents

• Abstract
• Acknowledgements
• List of Tables
• List of Figures
• CHAPTER ONE. THE PROBLEM
• 1.1 Real problem
• 1.1.1 Background to problem
• 1.1.2 Thesis Outline
• 1.1.3 The problem
• 1.2 The problem in its context
• 1.2.1 Papua New Guinea
• 1.2.2 Education system
• 1.2.3 Curriculum system
• 1.2.4 Teacher education
• 1.3 Significance of research
• 1.3.1 Purpose and importance of this Study
• 1.3.2 Anticipated outcomes
• 1.3.3 Relevance to education
• CHAPTER TWO : LITERATURE REVIEW
• 2.1 Mathematics in Socio-cultural contexts
• 2.1.1 Social context
• 2.1.2 In and out -of- school mathematics
• 2.1.3 Cultural context
• 2.1.4 Ethnomathematics
• 2.2 Teacher beliefs and practice
• 2.2.1 Conceptions about the Nature of Mathematics
• 2.2.2 Teacher beliefs and conceptions about mathematics
• 2.2.3 Teacher beliefs and practices
• 2.2.5 Constraints on practices
• 2.2.6 Teacher practices in PNG
• 2.3 Educational policy and Curriculum practice
• 2.3.1 Conceptions, Ideologies and the curriculum
• 2.3.2 Educational policy, Curriculum and practice
• 2.3.3 Studies on the mathematics curriculum
• 2.3.4 PNG Studies on Mathematics curriculum
• 2.3.5 Culturally oriented curriculum
• 2.4 Problem restated
• 2.5 Research Questions
• CHAPTER THREE.  METHODOLOGY
• 3.1 Discussion of previous Research
• 3.1.1 Methodologies used in selected studies
• 3.1.2 Implications for this study
• 3.2 Methodology
• 3.2.1 Research questions - Measurement instruments
• 3.2.2 Intended Data collection procedures
• 3.2.3 Data analysis
• 3.3 The pilot study
• CHAPTER FOUR. MAIN STUDY
• 4.1 Questionnaires
• 4.2 Interviews
• 4.3 Observations
• CHAPTER FIVE. DESCRIPTIVE RESULTS
• 5.1 Samples
• 5.1.1 Teacher Sample
• 5.1.2 Student teacher sample
• 5.1.3 Student sample
• 5.2 Descriptive results of the questionnaire
• 5.2.1 Teacher responses to questionnaire items
• 5.2.2 Student Teacher responses to questionnaire items
• 5.2.3 Student responses to questionnaire items
• 5.3 Item reliability
• 5.3.1 Factor analysis
• 5.3.2 Revised categories
• 5.4 Responses according to beliefs categories
• 5.4.1 Teacher beliefs about mathematics learning
• 5.4.2 Teacher beliefs about mathematics teaching
• 5.4.3 Teacher beliefs about nature of mathematics
• 5.4.4 Student teacher responses according to beliefs categories
• 5.4.5 Students’ responses according to beliefs categories
• 5.5 A comparison of teachers, student teachers and students’ conceptions
• 5.5.1 ANOVA tests on sample independent variables
• 5.5.2 Comparison of teachers, teacher trainees and students’ conceptions
• 5.6 Interview results
• Summary of responses to interviews
• 5.7 Teacher profiles : Observations
• 5.7.1 Profiled Teacher responses to the questionnaire
• 5.7.2 Teacher profile 1 : Titus
• 5.7.3 Teacher profile 2 : Petrus
• 5.7.4 Teacher profile 3 : Markos
• 5.7.5 Teacher profile 4 : Tina
• 5.7.6 Teacher profile 5 : Maria
• CHAPTER SIX. ANALYSIS AND DISCUSSION OF RESULTS
• 6.1 Teacher beliefs about SM & CM
• 6.1.1 A comparison of teacher beliefs about SM and CM
• 6.2 Teacher beliefs and practices
• 6.2.1 Differences in the profiled teacher beliefs
• 6.2.2 Differences in classroom practice
• 6.2.3 Relationship between teacher beliefs and classroom practice
• 6.3 Relationship between teacher conceptions of SM and CM and student conceptions
• 6.4 A Synthesis of teacher beliefs and their influence on the mathematics curriculum
• 6.4.1 Teacher beliefs about CM and the school mathematics curriculum
• 6.4.2 Teacher beliefs in the context of the “Curriculum framework”
• 6.5 Summary according to research questions
• CHAPTER SEVEN.  IMPLICATIONS AND RECOMMENDATIONS
• 7.1 The Education policy
• 7.1.1 The Cultural dimension of the educational policies
• 7.2 The Cultural dimension of the school mathematics curriculum
• 7.2.1 Implications for the intended curriculum : The CMO curriculum
• 7.2.2 Teacher implementation of the mathematics curriculum
• 7.3 Teacher beliefs and practice
• 7.3.1 Teacher beliefs and the school mathematics curriculum
• 7.3.2 Teacher beliefs about CM and the nature of mathematics
• 7.4 Research implications
• 7.4.1 Limitations of study
• 7.4.2 Implications for further Research
• Bibliography
• APPENDICES