Contrast between the practice and epistemological beliefs about mathematics, its teaching, and learning. a case study with pre service mathematics teachers

Abstract

This research aimed at analyzing and describing the epistemological beliefs that two pre-service mathematics teachers have concerning mathematics and mathematics teaching and learning as well as its alignment to the teaching practicum. A multiple-case design was used, including closed-ended questionnaires, semi-structured interviews, lesson plans, and classroom observations. The obtained results indicated that the declared beliefs are not necessarily articulated in a coherent way with the practice. These results provide information for initial and in-service training programs to review their curricular processes and design various learning experiences that allow teachers to explicitly reflect on their beliefs, their impact on the teaching practice, and their articulation with current curricular orientations.