Pre-service Mathematics Teachers’ Epistemological Beliefs and Instructional Practices in Northwest China

Abstract

This study investigates the relationship between pre-service mathematics teachers’ epistemological beliefs and reform-oriented instructional practices in Northwest China. A total of 635 participants from normal universities and teacher colleges completed validated questionnaires measuring their beliefs about the nature of mathematics (traditionalist vs. constructivist), beliefs about mathematics learning and teaching (teacher-direction vs. student-active-learning), and instructional practices (cognitive activation and personal learning support). Descriptive statistics, correlation analyses, and multiple regression analyses were conducted. The results revealed that both constructivist and student-active-learning beliefs significantly predicted reform-oriented instructional practices, including cognitive activation and personal learning support. Traditionalist and teacher-direction beliefs showed limited or no predictive effects. These findings highlight that pre-service teachers’ constructivist epistemological beliefs are positively associated with reform-oriented instruction approaches, while their traditional beliefs may coexist without strong behavioral influence. The study extends the understanding of belief–practice relationships in underrepresented Chinese regions and provides implications for teacher education programs seeking to foster reflective and reform-oriented instructional practices.