Relationship between pre-service mathematics teachers’ teaching and learning beliefs and their practices

The purpose of this study was to determine pre-service mathematics teachers’ teaching and learning beliefs and examine the relationship between their beliefs and practices. Qualitative and quantitative research methods were designed for this study. Survey, semi-structured interviews, observations, and pre-service teachers’ written documents such as school practice portfolios were used to collect the data. Under the developed theoretical framework, it was found that some of the pre-service mathematics teachers ’ beliefs were consistent with their practices; while some of them presented different practices from their beliefs