Abstract

This study explored the characteristics of pre-service primary teachers (PSTs) influenced by mathematical belief and mathematical knowledge for teaching (MKT) PSTs’. A qualitative approach was used to investigate the levels of PSTs on mathematical belief and MKT. The two research instruments used in this study were an interview-based task and a questionnaire. Data collected from 6 (six) pre-service primary teachers which had completed all courses in teacher education and have joined the practice of teaching in elementary schools. Research results show that there are five levels of mathematical belief and mathematical knowledge for teaching, starting from 0 to 4, with different characteristics. The differences are based on belief systems and indicators of MKT.

Key words: Mathematical belief, mathematical knowledge for teaching (MKT), levels, pre-service primary teachers (PSTs).