Documenting Changes in Preservice Elementary School Teachers' Beliefs: Attending to Different Aspects

Changing the beliefs of preservice teachers is a prominent topic in mathematics education. In this paper we present the results of a study that focuses on the changes in preservice elementary school teachers' beliefs during a method course. Their evolving beliefs are documented in reflective journals. These journal entries are analyzed according to established categories describing mathematical beliefs. Results indicate that through their own experiences with mathematics in a non-traditional setting the participants' beliefs about mathematics and the teaching and learning of mathematics are positively affected to include beliefs commensurate with reform teaching practices.