Teachers’ Beliefs About Subtraction Methods in Moroccan Primary Schools: An Exploratory Case Study in Mathematics Education

Abstract

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.