Exploring the Alignment Between Pre-service Mathematics Teachers’ Beliefs and Espoused Practice

Researchers in mathematics education have focused on teacher beliefs as an important area of study because of their influence on teaching practices. In this study, we focused on two aspects of beliefs, the nature of mathematics and the teaching and learning of mathematics, with eight pre-service mathematics teachers (PMTs) to explore alignment between these beliefs and their espoused teaching practice. Data were collected through questionnaire prompts and semistructured interviews. Analysis revealed that the PMTs generally held mixed beliefs about both the nature of mathematics and about its teaching and learning, indicating little alignment within and between the beliefs expressed and their espoused practice.