Abstract
The aim of the study is to investigate the relationship between the teaching approach adopted by mathematics teachers and their 9th grade studentsí mathematical self. The study searched for the answers on three research questions, namely, about 1) the approaches prevailing in mathematics teachersí beliefs about effective teaching and self-reports about their classroom practices, 2) the qualitative and quantitative features of studentsí mathematical self and 3) the relationships between the teaching approaches supported by mathematics teachers, the indicators of their 9th grade studentsí mathematical self, teachersí socio-demographic indicators, and studentsí socio-demographic indicators. The outcomes of the study show that because of the complex structure of the phenomena, it is difficult to classify mathematics teachersí beliefs on teaching and their self-reported practice into theoretically predefined groups though the use of constructivism in a lesson has a more positive influence on studentsí mathematical self than mere support of the constructivist beliefs.
Introduction
In the second decade of the 21st century, education in Latvia as well as in the world starts orienting towards principles of sustainable development. It is a reorientation towards other values, choosing quality instead of quantity, accepting and respecting diversity of people and their views, evaluating not only results, but also the processes during which these results have been achieved. Education is the sphere that is aimed at stimulating an individualís understanding of values and providing necessary knowledge and competencies. Education for sustainable development does not concentrate on providing knowledge, but rather on the search for possible solutions to everyday life situations which should definitely be reflected in curricula and teaching approaches. As education is changing, so is a teacherís and a studentís role in it (UNECE, 2011).
