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EXAMINING THE RELATIONSHIP AMONG BELIEFS, PEDAGOGICAL-MATHEMATICAL KNOWLEDGE, AND EARLY NUMERACY INSTRUCTION IN PRE-SERVICE TEACHERS: AN EXPLORATORY SEQUENTIAL MIXED-METHODS STUDY

Jurnal Ilmiah Ilmu Terapan Universitas Jambi · Vol. 10 No. 2 (2026) · pp. 697–708

DOI
10.22437/jiituj.v10i2.54107
ISSN
2580-2259, 2580-2240
Published
2026-04-29
Publisher
LPPM Universitas Jambi
Language
en
License
creativecommons.org/licenses/by/4.0

Abstract

Early numeracy provides a foundation for later mathematical learning, yet early instruction often falls short of developmental expectations. This exploratory sequential mixed-methods study examined how pre-service early childhood teachers' belief orientations and pedagogical-mathematical knowledge jointly relate to instructional practice in early numeracy. In Phase I, six pre-service teachers were purposively selected and studied through interviews, lesson-plan analysis, and teaching observation. Cross-case thematic analysis identified three dominant belief orientations, namely instrumentalist, Platonist, and problem-solving, together with hybrid profiles that revealed uneven links between symbolic and contextual approaches. In Phase II, 182 pre-service teachers from three public universities in East Java completed an expert-reviewed and empirically screened 90-item questionnaire measuring belief orientation, pedagogical-mathematical knowledge, and self-reported instructional practice. The integrated regression model explained 73.4% of the variance in instructional practice (R2 = 0.734, p <.001). Both belief orientation (β = 0.328, p <.001) and pedagogical-mathematical knowledge (β = 0.568, p <.001) significantly predicted practice, with pedagogical-mathematical knowledge emerging as the stronger predictor. The integrated findings suggest that beliefs shape pedagogical direction, whereas pedagogical-mathematical knowledge determines how effectively that direction can be enacted. The study contributes to the literature by showing that the belief-practice relationship in early numeracy is best understood as an enactment issue: beliefs orient teaching, but knowledge enables meaningful classroom implementation. The findings imply that teacher education should move beyond efforts to reshape beliefs alone and invest more systematically in topic-specific pedagogical knowledge of number concepts, representations, misconceptions, and scaffolding

Keywords

Collaboration network of the authors

17 authors · 33 co-authorship links

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  • Universitas Pahlawan Tuanku Tambusai
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
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Co-authorOrganisationJoint articles
Nur AziraUniversitas Pahlawan Tuanku Tambusai1
Astuti AstutiUniversitas Pahlawan Tuanku Tambusai1
Defvi ElenaUniversitas Pahlawan Tuanku Tambusai1
Dedi AhmadiUniversitas Pahlawan Tuanku Tambusai1
Ebenezer BonyahAffiliation unknown1
Sugi HartonoAffiliation unknown1
Tatag Yuli Eko SiswonoAffiliation unknown1
Pujiyati PujiyatiAffiliation unknown1
Prabang SetyonoAffiliation unknown1
Slamet Mardiyanto RahayuAffiliation unknown1
Syuhriatin SyuhriatinAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/JIITUJ/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">EXAMINING THE RELATIONSHIP AMONG BELIEFS, PEDAGOGICAL-MATHEMATICAL KNOWLEDGE, AND EARLY NUMERACY INSTRUCTION IN PRE-SERVICE TEACHERS: AN EXPLORATORY SEQUENTIAL MIXED-METHODS STUDY</dc:title>
	<dc:creator xml:lang="en">Widayati, Sri</dc:creator>
	<dc:creator xml:lang="en">Siswono, Tatag Eko Yuli</dc:creator>
	<dc:creator xml:lang="en">Wiryanto, Wiryanto</dc:creator>
	<dc:creator xml:lang="en">Mariana, neni</dc:creator>
	<dc:creator xml:lang="en"> Wahyuni, Molli</dc:creator>
	<dc:creator xml:lang="en">Ekawati,, Rooselyna</dc:creator>
	<dc:subject xml:lang="en">Early Numeracy</dc:subject>
	<dc:subject xml:lang="en">Instructional Practice</dc:subject>
	<dc:subject xml:lang="en">Mixed-Methods Research</dc:subject>
	<dc:subject xml:lang="en">Pedagogical-Mathematical Knowledge</dc:subject>
	<dc:subject xml:lang="en">Teacher Beliefs</dc:subject>
	<dc:description xml:lang="en">Early numeracy provides a foundation for later mathematical learning, yet early instruction often falls short of developmental expectations. This exploratory sequential mixed-methods study examined how pre-service early childhood teachers' belief orientations and pedagogical-mathematical knowledge jointly relate to instructional practice in early numeracy. In Phase I, six pre-service teachers were purposively selected and studied through interviews, lesson-plan analysis, and teaching observation. Cross-case thematic analysis identified three dominant belief orientations, namely instrumentalist, Platonist, and problem-solving, together with hybrid profiles that revealed uneven links between symbolic and contextual approaches. In Phase II, 182 pre-service teachers from three public universities in East Java completed an expert-reviewed and empirically screened 90-item questionnaire measuring belief orientation, pedagogical-mathematical knowledge, and self-reported instructional practice. The integrated regression model explained 73.4% of the variance in instructional practice (R2 = 0.734, p &amp;lt; .001). Both belief orientation (β = 0.328, p &amp;lt; .001) and pedagogical-mathematical knowledge (β = 0.568, p &amp;lt; .001) significantly predicted practice, with pedagogical-mathematical knowledge emerging as the stronger predictor. The integrated findings suggest that beliefs shape pedagogical direction, whereas pedagogical-mathematical knowledge determines how effectively that direction can be enacted. The study contributes to the literature by showing that the belief-practice relationship in early numeracy is best understood as an enactment issue: beliefs orient teaching, but knowledge enables meaningful classroom implementation. The findings imply that teacher education should move beyond efforts to reshape beliefs alone and invest more systematically in topic-specific pedagogical knowledge of number concepts, representations, misconceptions, and scaffolding</dc:description>
	<dc:publisher xml:lang="en">LPPM Universitas Jambi</dc:publisher>
	<dc:date>2026-04-29</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/JIITUJ/article/view/54107</dc:identifier>
	<dc:identifier>10.22437/jiituj.v10i2.54107</dc:identifier>
	<dc:source xml:lang="en">Jurnal Ilmiah Ilmu Terapan Universitas Jambi; Vol. 10 No. 2 (2026): Volume 10, Nomor 2, April 2026; 697-708 </dc:source>
	<dc:source>2580-2259</dc:source>
	<dc:source>2580-2240</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/JIITUJ/article/view/54107/24121</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Sri Widayati, Tatag Eko Yuli Siswono, Wiryanto, Neni Mariana, Molli Wahyuni, Rooselyna Ekawati</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>