ISSN 2087-8885 E-ISSN 2407-0610 Journal on Mathematics Education Volume 10, No. 2, May 2019, pp. 185-202 185 EXAMINING PROSPECTIVE TEACHERS’ BELIEF AND PEDAGOGICAL CONTENT KNOWLEDGE TOWARDS TEACHING PRACTICE IN MATHEMATICS CLASS: A CASE STUDY Muhtarom 1 , Dwi Juniati 2 , Tatag Yuli Eko Siswono 2 1 Universitas PGRI Semarang, Jl. Sidodadi Timur No. 24, Semarang, Indonesia 2 Universitas Negeri Surabaya, Jl. Ketintang, Surabaya, Indonesia Email: muhtarom@upgris.ac.id Abstract Beliefs and pedagogical content knowledge (PCK) are two factors influencing teaching practice in the classroom. This research aims to describe the beliefs and PCK of the prospective mathematics teachers and the relationship between the two factors on the teaching practices in the mathematics classroom. Participant in this research includes a prospective teacher who has taken a micro teaching subject and has good communication skill. Data were collected through interview and video analysis on the teaching practice in the classroom. The data obtained were coded, simplified, presented, and triangulated for the credibility and concluded. The result of the research shows that the prospective teachers who hold a constructivist belief view mathematics as a dynamic knowledge which evolves and is regarded as the space of creation for humans. Their beliefs on the nature of mathematics support the belief in the teaching-learning process in mathematics classrooms. Furthermore, a good understanding of the prospective teachers have on the components of the PCK has been sufficient, which can be identified in every step of practical activities in the classroom. More elaboration on the relationship between the belief and PCK is presented in this research. Keywords: Beliefs, Pedagogical Content Knowledge, Teaching Practice Abstrak Keyakinan dan pedagogical content knowledge (PCK) merupakan dua hal yang mempengaruhi praktik pembelajaran di kelas. Penelitian ini bertujuan untuk mendeskripsikan keyakinan dan PCK mahasiswa calon guru matematika, serta hubungan antara keduanya terhadap praktik pembelajaran matematika di kelas. Partisipan penelitian adalah seorang mahasiswa calon guru yang telah menempuh mata kuliah micro teaching dan memiliki kemampuan komunikasi yang baik. Pengambilan data dilakukan dengan teknik wawancara dan analisis video praktik pengajaran di kelas. Data yang diperoleh dilakukan pengkodean, penyederhanan, dipaparkan, ditriangulasi untuk mendapatkan data yang kredibel, kemudian ditarik kesimpulan. Hasil penelitian menunjukkan bahwa mahasiswa calon guru yang memiliki keyakinan konstruktivis memandang matematika sebagai suatu ilmu yang dinamis, berkembang, dan merupakan ruang penciptaan manusia. Keyakinannya terhadap sifat matematika mendukung keyakinannya terhadap pengajaran dan belajar matematika. Selanjutnya pemahaman yang baik dari mahasiswa calon guru terhadap komponen PCK khususnya knowledge of mathematics, knowledge of teaching, dan knowledge of students telah mendukung dalam setiap tahap kegiatan praktik pembelajaran yang dilakukan di kelas. Uraian lebih detail tentang hubungan antarkomponen keyakinan dan PCK dibahas dalam penelitian ini. Kata kunci: Keyakinan, Pedagogical Content Knowledge, Praktik Mengajar How to Cite: Muhtarom, Juniati, D., & Siswono, T.Y.E. (2019). Examining Prospective Teacher Beliefs and Pedagogical Content Knowledge towards Teaching Practice in Mathematics Class: A Case Study. Journal on Mathematics Education, 10(2), 185-202. Several factors are contributing to the inconsistency between what is planned and what is practiced in the teaching and learning process at school. A good understanding of mathematical knowledge can influence teaching instruction in the classroom in a positive way. Teachers need the knowledge to transform the content into the representative form, which is believed to be able to help the students to improve their competence (Shulman, 1986; Muhtadi, et al. 2018). Research on teacher’s knowledge is