Literature shows that the Nature of Mathematics Knowledge (NOMK) dates back to the era of Plato and Aristotle (Dossey, 1992). It suggests that... Show moreLiterature shows that the Nature of Mathematics Knowledge (NOMK) dates back to the era of Plato and Aristotle (Dossey, 1992). It suggests that mathematics teachers’ beliefs, views, conceptions, and preferences about NOM influence the way in which they teach mathematics. It is important to understand how these conceptions are formed, which may evolve consciously or unconsciously from their experiences. Teachers’ experiences as students of mathematics, their family, school environment, cultural, and social experiences influence their behavior including their decisions, actions, class organization, learning activities, and students’ achievement (Beswick, 2012; Ernest, 2008; Thompson1984). Yet, there is no NCTM standard on NOM (Gfeller, 1999).The purpose of the present study was to assess high school mathematics teachers’ NOMK conceptions, and to explore how these conceptions have been influenced by their personal and educational experiences as students in learning mathematics. Another objective of this study was to explore whether the teachers’ years of mathematics teaching experience, and their level of education have any influence on their NOMK beliefs. The sample consisted of 52 high school mathematics teachers, who were certified to teach secondary mathematics, and who had at least three years of mathematics teaching experience. Two instruments were used to collect the data, 1) the VNOM D instrument to assess the teachers’ beliefs regarding the NOMK aspects, and 2) the demographics instrument to collect information on the teachers’ demographics, and on their experiences as students of mathematics. Interviews were also used to enhance the findings. Results showed that participants had strong beliefs regarding their NOMK, and that their years of experience, and level of education influenced their NOMK beliefs. Show less
