{'fraction_non_alphanumeric': 0.018378378378378378, 'fraction_numerical': 0.011171171171171172, 'mean_word_length': 5.88833746898263, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Constructivist Teachers Beliefs, Instructional Practices and Students’ Mathematics Performance

This study determined the role of teachers’ constructivist beliefs in the teaching and learning mathematics and the use of instructional practices in the mathematics performance of Grade 7 secondary students in the Pacific Towns of Northern Samar for the school year 2016-2017. This study utilized the descriptivecorrelational research design. The demographic profile of teachers in mathematics such as constructivist beliefs, constructivist instructional practices and performance of students was described as it exists at the present time. Multiple regression analysis was used to determine the relationship between the beliefs in mathematics and students’ mathematics performance. Similarly, statistical analysis was used to determine the relationship between instructional practices and mathematics performance of the students. The findings showed that more than 50% of the mathematics’ teachers are aged less than 30 suggesting that most of the teachers are neophyte in the teaching career. As to educational attainment, most of the respondents are enrolled in master’s program. Only one-third have already completed master’s degree. In terms of relevant trainings, almost a half of the respondents have attended one to two trainings. Most of the teachers believe that teaching should involve real world connections. Teachers believe that they should create real-world environments that employ the context in which learning is relevant. Beliefs about emphasizing prior knowledge were also manifested by the teacher-respondents. Highly demonstrated beliefs include encouraging the use of multiple modes of representation to facilitate easy understanding and recall and the learner's previous knowledge constructions, beliefs and attitudes are Original Research Article Balanlay; ARJOM, 17(1): 45-58, 2021; Article no.ARJOM.65389 46 considered in the knowledge construction process. In terms of social interaction beliefs, teachers manifested support for collaborative construction of knowledge through social negotiation. Result of the test conducted in mathematics by the researcher showed that more than half of the students got fair performance. Only one performed satisfactorily. Beliefs about emphasizing prior knowledge and beliefs in social interaction significantly predicted mathematics performance of students. Real world connection did not significantly predict mathematics performance. Respondents’ constructivist instructional practices did not offer a significant role in developing the mathematics ability of the students. Teachers did not play an active role in assimilating knowledge into students’ existing mental framework and reconstructing new knowledge.