The aim of this pseudo-longitudinal study is to investigate pre-service teachers’ beliefs about (1) the nature of mathematics and (2) mathematics teaching and learning and the development of both beliefs over the course of their studies. A quantitative belief questionnaire was completed by 142 participants divided into three groups based on their years of studies: Beginning, Middle, and End. Additionally, five pre-service teachers from the End group were interviewed to explore the influence of different university courses on the development of their beliefs. The data analyses show a significant difference between the Beginning and the End group regarding beliefs about mathematics favoring a problem-solving view. The difference is an indication related to the development of beliefs about mathematics during teacher education. Courses dealing with university mathematics seem to be responsible for the development. Further, the data analyses also show significant differences between the Beginning and End group regarding beliefs about teaching and learning, also favoring a problem-solving view in a class dominated by low-achieving students. The differences indicate that beliefs about teaching and learning develop during teacher education. However, no evidence supports the hypothesis that courses related to mathematics education contribute to the observed differences. Instead, experiences during an internship semester in observing as well as teaching in real classes by applying what has been promoted in the courses may contribute to the development. Possible explanations regarding the development of beliefs and the contribution of courses in teacher education as well as the implication of the findings are discussed.

这项伪纵向研究的目的是调查职前教师对 (1) 数学性质和 (2) 数学教学和学习的信念，以及在他们的学习过程中这两种信念的发展。142 名参与者根据他们的研究年限分为三组，完成了一份定量信念问卷：开始、中期和结束。此外，来自 End group 的五名职前教师接受了采访，以探讨不同大学课程对其信念发展的影响。数据分析显示，开始组和结束组在数学信念方面存在显着差异，有利于解决问题的观点。这种差异与教师教育期间数学信念的发展有关。处理大学数学的课程似乎对发展负责。此外，数据分析还显示，开始组和结束组在教与学的信念方面存在显着差异，在由成绩不佳的学生主导的班级中也有利于解决问题的观点。这些差异表明，教与学的信念是在教师教育期间发展起来的。然而，没有证据支持与数学教育相关的课程对观察到的差异有贡献的假设。相反，在实习学期中通过应用课程中推广的内容在实际课程中观察和教学的经验可能有助于发展。