Measurement of Cross-Cultural Differences in Mathematics Teachers’ Beliefs in Russia, Latvia and Estonia

Globalization has led to a large number of cross-cultural studies in different areas, especially in education and psychology. Researchers have to use multiple-language versions of tests and questionnaires and to involve individuals from different languages and cultures. The question of measurement of cross-cultural differences comes to the fore. This paper aims to measure lower secondary school mathematics teachers’ beliefs in Estonia, Latvia and Russia. It will consider thier perspectives on teaching in general and teaching of mathematics and to analyse the structure of these beliefs. About 25% of school students in Latvia and 19% in Estonia attend Russian-language schools. The paper presents results from a cross-cultural comparison of beliefs teachers from Russian-language schools in Latvia and Estonia and Russian teachers. For this purpose, data acquired within the framework of the project “Nordic-Baltic comparative research in mathematics education” (NorBa) were analyzed. Additionally, semi-structural interviews were conducted to verify the answers of Russian teachers. The results indicate that differences between the teachers of mathematics in Russia, Latvia and Estonia were statistically significant on all the scales analyzed. Moreover, the teachers from the Russian-language schools in Estonia and Latvia were in most dimensions somewhere between the Russian teachers and the teachers from Estonian and Latvian-language schools