Abstract: This study investigated and compared the mathematics beliefs of junior secondary mathematics teachers and the level of consistency between their beliefs and the constructivist principles underlying the reform-oriented curriculum in Hong Kong and Chongqing. The questionnaire survey involved 113 Hong Kong and 114 Chongqing teachers. At both places, the teachers’ mathematics beliefs were generally informal (reform-oriented), which indicated a relatively high level of consistency. Unexpectedly, the Chongqing teachers’ mathematics beliefs were significantly more informal than Hong Kong’s and also at a significantly higher level of consistency. It seems that the mathematics curriculum reform in Hong Kong and Chongqing are likely to succeed, with better chances in Chongqing.

Key words: Teachers’ mathematics beliefs; Curriculum reform; Constructivism; China