Teachers’ Beliefs About Subtraction Methods in Moroccan Primary Schools: An Exploratory Case Study in Mathematics Education
DOI:
https://doi.org/10.37870/joqie.v16i27.523Keywords:
Epistemological beliefs , Student Teachers , Subtraction , Primary Education, Mathematics EducationAbstract
This exploratory study investigates teachers’ epistemological beliefs and their preferences for subtraction methods in Moroccan primary schools, comparing two stacking techniques: the borrow-and-payback (based on the equal difference principle) and the borrow-and-regroup (based on the exchange principle). Data from 333 participants, including pre-service teachers, trainees, and active teachers, reveal a strong preference for traditional techniques, often justified by the sentiment, “We teach the way we have learned”. However, a significant gap in pedagogical diversity is evident, as most participants were unfamiliar with alternative approaches. Teachers’ reliance on personal experience and initial training reflects a constructivist approach to teaching. The findings highlight the importance of incorporating diverse subtraction techniques and raising teachers’ awareness of them in training programs, fostering collaboration, and bridging the gap between research and classroom practices. Future research should investigate the impact of various methods on student outcomes and examine the cultural and institutional factors influencing teachers’ choices.
References
Artemenko, C., Pixner, S., Moeller, K., & Nuerk H. C. (2018). Longitudinal Development of Subtraction Performance in Elementary School. British Journal of Developmental Psychology, 36 (2), 188–205. https://doi.org/10.1111/bjdp.12215
Brownell, W. A. (1947). An Experiment on 'Borrowing' in Third-Grade Arithmetic. The Journal of Educational Research, 41 (3), 161–71. https://doi.org/10.1080/00220671.1947.10881593
Brownlee, J., Schraw G., & Berthelsen D. (Eds.). (2011). Personal Epistemology and Teacher Education. 1st ed. Routledge. https://doi.org/10.4324/9780203806616
Ennassiri, B., Abouhanifa, S., & Elkhouzai, E. (2025). Analysis of Students’ Reasoning When Solving an Algebraic Generalisation Activity. Academic Journal of Interdisciplinary Studies, 14 (2), 32–45. https://doi.org/10.36941/ajis-2025-0017
Hofer, B. K. (2000). Dimensionality and Disciplinary Differences in Personal Epistemology. Contemporary Educational Psychology, 25 (4), 378–405. https://doi.org/10.1006/ceps.1999.1026
Hofer, B. K., & Pintrich. P. R. (1997). The Development of Epistemological Theories: Beliefs about Knowledge and Knowing and Their Relation to Learning. Review of Educational Research, 67 (1), 88–140. https://doi.org/10.3102/00346543067001088
Klopp, E., Krause-Wichmann, T., & Stark, R. (2023). Profiles of Epistemological Beliefs, Knowledge about Explanation Norms, and Explanation Skills: Changes after an Intervention. Frontiers in Psychology, 14, Article 1178129. https://doi.org/10.3389/fpsyg.2023.1178129
Guven, M. (2012). Epistemological Beliefs And Metacognitive Strategies Of Elt Pre-Service Teachers In Distance And Formal Education. Turkish Online Journal of Distance Education, 13(2), 346-369.
Korom, E., Nagy, M.T., & Majkić, M. (2025). First-Year Teacher Education Students’ Epistemological Beliefs About Science and History: Domain-Specific Profiles and Relationships. Science & Education, 34(6), 1273–1299. https://doi.org/10.1007/s11191-023-00483-y
Lammassaari, H., Hietajärvi, L., Lonka, K., Tsai, Y.-L., & Tsai, C.-C. (2022). Teachers’ Epistemic Beliefs and Reported Practices in Two Cultural Contexts. Educational Studies, 48 (6), 857–75. https://doi.org/10.1080/03055698.2021.2000369
Mardiha, S. M., Alibakhshi, G. (2020). Teachers’ Personal Epistemological Beliefs and Their Conceptions of Teaching and Learning: A Correlational Study. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1763230
Shultz, M., Nissen, J., Close, E., & Van Dusen, B. (2022). The role of epistemological beliefs in STEM faculty’s decisions to use culturally relevant pedagogy at Hispanic-Serving Institutions. International Journal of STEM Education, 9(32). https://doi.org/10.1186/s40594-022-00349-9
Squalli, H., Oliveira, I., Bronner, A. et Larguier, M. (2020). Le développement de la pensée algébrique à l'école primaire et au début du secondaire. Recherches et perspectives curriculaires. Québec : Livres en ligne du CRIRES. https://lel.crires.ulaval.ca/sites/lel/files/le_developpement_de_la_pensee_algebrique_a_lecole_primaire_et_au_debut_du_secondaire.pdf
Tamimy, M. (2015). Consistencies and Inconsistencies Between Teachers’ Beliefs and Practices. The Qualitative Report, 20(8), 1234-1259. https://doi.org/10.46743/2160-3715/2015.2249
Urhahne, D., & Kremer. K. (2023). Specificity of Epistemic Beliefs across School Subject Domains. Educational Psychology, 43 (2-3), 99–118. https://doi.org/10.1080/01443410.2023.2179605
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2026 The Journal of Quality in Education
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
How to Cite
