Understanding the Relationship of Pre-Service Teachers’ Beliefs in Math and Teaching Practices: An Exploratory Sequential Mixed-Methods Approach

Pre-service teachers’ beliefs about mathematics and their classroom practices are crucial for shaping effective mathematics education. This exploratory sequential mixed-methods study aims to bridge the gap between these two aspects by investigating the range of beliefs held by PST’s, how these beliefs translate into specific teaching practices, and individual variations in this translation process. The study employed a two-phase approach. Phase 1 involves qualitative data collection through semi-structured interviews with PSTs from Secondary Education program, with a focus on Math specialization. These interviews explored PST’s experiences with math education, perspectives on effective teaching strategies, and challenges faced. Additionally, classroom observations of PSTs during practice placements examined interactions with students,pedagogical approaches, and instructional materials. Data from interviews and observations were administered using NVivo software for thematic analysis to identify recurring themes and patterns in beliefs and teaching practices. Phase 2 involves the administration of a survey online to a larger sampled group of PSTs. The researchers utilized validated scales such as the Beliefs about Mathematics Teaching and Learning (B-MTL) and a Teachers’ Practices survey. Quantitative data on beliefs and practices were analyzed using descriptive statistics. By examining this relationship, the study identified a range of beliefs held by PSTs about mathematics and its teaching, along with variations in how these beliefs translate into practices. The findings aim to inform the development of teacher education programs by suggesting the need for curriculum development that addresses potential limiting beliefs and fosters effective pedagogical approaches, as well as incorporating reflective practices that encourage PSTs to critically examine their beliefs and their impact on teaching practices. Ultimately, the study emphasizes the importance of understanding the complex interplay between beliefs and practices to improve mathematics education for all students.