Abstract:

This paper was conducted to ascertain prospective teachers’ mathematical beliefs and whether these beliefs differ according to the program and classroom level. For this reason, a scale of mathematical beliefs was used to determine beliefs of freshman and senior pre-service teachers. 186 pre-service mathematics and elementary school teachers participated to this study from an education faculty in Turkey. The analysis of the data exhibited that there was a statically significant difference amongst first and fourth class of pre-service teachers’ beliefs. Yet, the mean scores about mathematical beliefs in their first year were lower than those in the fourth class. However, it was concluded that there was no significant difference among prospective teachers’ mathematical beliefs in terms of programs.

Keywords: