Consistency and inconsistency of prospective teachers’ beliefs in mathematics, teaching, learning and problem solving

Abstract

This article showed a consistency and inconsistency beliefs towards prospective mathematics teachers, teaching, learning and problem solving. Data were collected on 183 prospective teachers of mathematics shows that belief in mathematics, teaching, learning and problem solving categorized as an instrumentalist, or platonist, or constructivist. It was found that 0.546% prospective teachers consistently have instrumentalist beliefs; 80.328% had a platonist beliefs; 0.546% had constructivist beliefs, and the rest is inconsistent to each category of beliefs. This study suggests that lecturer should train the prospective teacher through a series of scientific learning activities that have constructivist beliefs.