Author Identifier (ORCID)
Vesife Hatisaru: https://orcid.org/0000-0003-2101-1764
Olivia Johnston: https://orcid.org/0000-0003-3314-9031
Julia Collins: https://orcid.org/0009-0005-2462-2650
Abstract
Teachers’ beliefs about mathematics can shape how they approach teaching, learning, and assessment in mathematics classrooms. This study examined Australian pre-service teachers’ (PSTs’) epistemological beliefs about mathematics. A total of 18 PSTs enrolled in Bachelor of Education and Master of Teaching (secondary mathematics) programs participated in the study by answering prompt questions in an open-ended questionnaire. The participants’ responses were content analyzed by categorizing the views evident in the responses into four pre-defined mathematical orientations: formalism-related, scheme-related, process-related, and application-related. Findings have shown that the dominant beliefs for the participants reflected process- or application- related orientations to mathematics. These findings are of value to PST educators who seek to explore and expand the beliefs that future teachers hold about the nature and structure of mathematics.
Document Type
Journal Article
Date of Publication
8-1-2025
Volume
21
Issue
8
Publisher
Modestum LTD
School
School of Education
RAS ID
82696
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Comments
Hatisaru, V., Johnston, O., Collins, J., & Rott, B. (2025). New insights into the beliefs of secondary pre-service teachers about mathematics. Eurasia Journal of Mathematics Science and Technology Education, 21(8), em2675. https://doi.org/10.29333/ejmste/16656