Pre-service teachers mathematical philosophies and methodologies

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Focusing on the impact of a social constructivist mathematics program, this study examines how first-year pre-service teachers' epistemological beliefs and teaching practices evolve. It emphasizes the importance of exploring mathematics as a socially constructed discipline, highlighting how personal epistemology shapes both teaching and learning experiences. The research aims to enhance understanding of pre-service teachers' mathematical comprehension and the significance of creating learning environments grounded in social constructivist principles.