Thus, it can be concluded that the mathematics teachers’ beliefs or mathematical values were closely affiliated with
their social norms and culture. Hence, these findings suggest further investigation to be conducted on several
cultural factors as earlier findings had suggested the powerful influence of cultural context on students’ beliefs in
mathematics. Teachers’ strong influence on students’ beliefs in their mathematical competency suggest the
importance of teachers’ role in mathematics classrooms which leads to improvement in students’ mathematics
performance. Thus, it is necessary for mathematics teachers to bring into mathematics classrooms positive learning
climate so as to enhance students’ beliefs in mathematics hence their performance in mathematics.