A comparative study of mathematics education (ME) beliefs among mathematics curriculum leaders (MCLs) in English and Nigerian schools


The beliefs of MCLs in England and Nigeria have received limited research attention despite their relevance to school mathematics. This paper reports part of a study that compared the espoused ME and leadership beliefs of MCLs in Nigeria and England. To infer their beliefs, MCLs from Nigeria and England were interviewed. Responses were analysed using proportions, agreement rates and deductive thematic analysis. Consistent with national cultural expectations, the English MCLs demonstrated a slightly higher proportion of constructivist beliefs than those from Nigeria. The results of this study, in agreement with those of other studies, suggest that mathematics education beliefs appear to resonate with cultural assumptions. They further revealed that certain cultures might encourage individuals’ holding of contrasting beliefs