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Semistructured interviews were conducted at the start, middle, and end of the intervention. An interview protocol was developed and validated through expert opinion and piloting, then analyzed using descriptive coding, percentages, and a line graph. 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Semistructured interviews were conducted at the start, middle, and end of intervention. The researchers developed an interview protocol and validated it through expert opinion and piloting. The data were analyzed using descriptive coding, percentages and line graph. A clear positive shift was found in the beliefs of students occurred about mathematics in collaborative settings of teaching.  \nKeywords: collaborative teaching, mathematics, beliefs, Pakistan  \n*Lecturer, Government Dyal Singh College Lahore. Email: [iamzafariqbal@gmail.com](iamzafariqbal@gmail.com)  \n** Professor Emeritus, Institute of Education and Research, University of the Punjab, Lahore ***  \nPhD Scholar, UMT Lahore  \nIntroduction  \nHelping students in achieving learning outcomes of mathematics is one of the core objectives of school educators. Studies in the field of mathematics have shown that one’s beliefs whether about oneself or about a particular subject significantly impact the academic achievement, cognition and learning behavior (Krosnick, 2007) . Perkins, Adams, Pollock, Finkelstein, and Wieman (n.d.) and Ragland (2011) have found strong positive relationship between students' beliefs and their conceptual ability of the particular subject. Cobb (1986) stated that beliefs are very important factor which direct human behavior and affect the perceptual understanding. So in order to improve the process of students’ learning of mathematics, the beliefs of students about the nature of mathematics and other related aspects of mathematics, are the two main components which always have been the focus of attention of mathematics educators.  \nAccording to Cobb (1986) beliefs are the personal assumptions of an individual about the nature of any phenomena or reality. Likewise in the words of Kloosterman, Raymond, and Emenaker (1996), as cited by Ragland (2011), beliefs are “the personal assumptions from which individuals make decisions about the actions they will undertake” Beliefs are considered to be those assumptions and suppositions about things, people or concepts which are held by an individual or group as to be true (Anderson & Silva, 2009) .  \nThe affective domain of McLeod was elaborated and re-conceptualized by Ragland (2011) who investigated the students' beliefs in two specific aspects i.e., mathematics and its teaching. The findings showed the mathematical beliefs of the students stating it as interesting, difficult, boring, and useful and memorization demanding subject, etc. He further found that majority of the beliefs about mathematics are strongly related with students learning and achievement in mathematics. Taylor (2009) also suggested that instruction and particular curricula can cause change in students' beliefs and make their performance better, even in short time span.  \nMany instructional approaches are used by the mathematics’ teachers in the class rooms. Countries like USA, UK, China, Australia, Canada and other developed countries are using collaborative teaching model in delivering instructions and many studies from these countries have shown positive effect of collaborative teaching on students’ academic achievement (Mcduffe, Scruggs, & Mastropieri, 2007) . Cook and Friend (1995) as cited in Glaeser (n.d.) defined collaborative teaching as “it is a style  \nof interaction between at least two co-equal parties voluntarily engaged in shared decision making as they work toward a common goal.” Moreover, it is a process where two or more teachers plan, present, and assess classroom instruction. Their role varies based on the lesson activities and teachers’ specific strengths in instructions. CT shows fruitful results when it is carr","cbCaijJXl3oPMwPs","https://ap.wps.com/l/cbCaijJXl3oPMwPs","pdf",119486,11,"English","# Introduction\n## Objective of the Study\n## Methodology\n## Data Collection and Interviews","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To investigate changes in 8th grade students’ beliefs about mathematics through collaborative teaching (CT) in Punjab.\"},{\"question\":\"How were students’ beliefs measured during the intervention?\",\"answer\":\"Semistructured interviews were conducted face to face at the start, middle, and end of the CT intervention.\"},{\"question\":\"How was the interview protocol developed and validated?\",\"answer\":\"The researchers developed an interview protocol and validated it through expert opinion and piloting.\"}]","Changes in Students’ Beliefs - A Case of Mathematics - Collaborative Teaching Intervention Study | PDF",1792081961,28]