Examining changes in mathematics teachers? beliefs towards mathematics education

The aim of the study is to determine whether secondary school mathematis teachers? beliefs about mathematics education change according to their professional experiences. Along with this aim, 12 teachers? opinons about the nature of mathematics knowledge, role of teacher, role of student, and about evaluation were taken through questionaires and interviews. In the study cross-sectional research method was used. The data were processed by content analysis in a qualitative manner and then classified by using Magolda?s epistemological reflection model. The study illustrated that preservice teachers and in-service teachers who have 6?10 years teaching experiences appeared to be were found at higher level in terms of the nature of mathematics knowledge. Teachers have 1?5 years professional experiences were found in lower levels in terms of teacher role in the relevant categories, either. On the other hand, all participants were found at the idependent level in terms of evaluation and student role even if they have some different opinions towards the two subjects. In the study, it was determined that in-service teachers had not been informed about student ? centered teaching in detail and they had not had some qualifications about the teacher role what promising concerning philosophical notion of the new mathematics curriculum in Turkey. On the other hand, it was found that preservice teachers had fresh knowledge about new practices but since they could not internalize these knowledge by implementing them, their views particularly about the role of teacher were inclined to traditional approach during teaching practice.