Özet:

Assuming that teachers´ knowledge about mathematics teaching and their beliefs and conceptions about mathematics and about mathematics teaching and learning are related (Ball, 1991; Thompson, 1997), that future teachers´ beliefs act as previous knowledge in their formative experiences (Tardif, 2002) and that those beliefs are dynamic, once its confrontation with others beliefs can modify them (Vila and Callejo, 2006), we are developing a longitudinal study which intends to determine the influence of undergraduate degree on Primary Education in conceptions that students, future teachers, have about mathematics and about mathematics teaching and learning processes. In this paper, we present preliminary data obtained in academic year 2012/2013 from two different groups of students, future teachers, of the undergraduate degree on Primary Education of Paula Frassinetti School of Education: a students´ group at the beginning of its teacher training studies and a students´ group at the end of this study cycle.

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