Assessment Beliefs of Mathematical Thinking among Elementary Mathematics Teachers
Jesconi S. Zara, Julieta D. Francisco
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Source: Crossref
Published: Sep 17, 2026
DOI: 10.65339/ijsis.v1.i2.93
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This study examined the assessment beliefs of public elementary mathematics teachers in Sta. Maria District, Division of Zamboanga City, in terms of assessment forms, assessment benefits, assessment purpose, and students’ learning, including differences according to gender and length of service and the relationships among these dimensions. Using a quantitative, descriptive-correlational, and non-experimental design, the study involved 183 mathematics teachers selected through total enumeration. Data were gathered using the 20-item Assessment Beliefs of Mathematical Thinking (ABMT) questionnaire and analyzed through weighted mean, standard deviation, Pearson Product-Moment Correlation, independent-samples t-test, and one-way ANOVA. Findings showed a very high overall level of assessment beliefs in mathematical thinking (M = 4.58). Assessment purpose obtained the highest mean (M = 4.64), followed by assessment forms (M = 4.62), students’ learning (M = 4.58), and assessment benefits (M = 4.50). No significant differences were found according to gender or length of service, while all four assessment-belief dimensions were significantly and positively correlated, with the strongest relationship observed between assessment benefits and assessment purpose (r = 0.757, p = 0.000). The study concluded that teachers viewed assessment forms, benefits, purposes, and students’ learning as interconnected components in supporting mathematical thinking. It recommended sustained professional development, varied and learner-centered assessment approaches, timely feedback, technology-enhanced assessment, and further research across wider populations and contexts. The study supports SDG 4: Quality Education by strengthening teachers’ assessment competence and instructional decision-making. Its sustainability impact lies in supporting continuous professional development, improved classroom assessment practices, and sustained mathematics instruction that promotes reasoning, conceptual understanding, and responsiveness to learners’ needs.
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