Beliefs and Practices in the Classroom of Mathematics Teacher Educators

Abstract

This article is part of a research project aimed at describing the relationship between the beliefs of mathematics teacher educators about mathematics, its teaching, and learning processes, as well as their practices in the classroom. An instrumental case study was conducted using qualitative methods. Two experienced educators participated in the study. The data were analyzed using the Conceptions of Teaching and Learning Mathematics instrument. The results reveal a relationship between the educators' beliefs and their classroom practices, although this relationship is not direct. Additionally, several aspects that influence the formulation of the educators' beliefs, which in turn impact their classroom practices, were identified.