Abstract
The aim of the research is to clarify the profile of constructivist/traditional beliefs sustained by the mathematics teachers in Latvia. The research sample comprised 390 mathematics teachers representing all regions of Latvia. The present study is part of an international research within the NorBa project "Nordic-Baltic comparative research in mathematics education" that makes use of a quantitative questionnaire elaborated by project participants. The initial results show that the beliefs of Latvian teachers of mathematics on efficient teaching are oriented more towards a constructivist approach, yet there exist significant differences of teachers of different social and demographical groups in their beliefs on approaches in teaching and effective instruction. The obtained results provide a possibility to develop pre-service teacher education and teachers' professional development courses in order to assure sustainability of the learning process.