www.ccsenet.org/ass Asian Social Science Vol. 6, No. 10; October 2010 ISSN 1911-2017 E-ISSN 1911-2025 152 Exploring Beliefs of Pre-Service Mathematics Teachers: A Malaysian Perspective Mazlini Adnan Faculty of Education and Human Development Universiti Pendidikan Sultan Idris, Tg. Malim, Perak, Malaysia E-mail: mazlini@fst.upsi.edu.my Effandi Zakaria Faculty of Education Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia E-mail: effandi@ukm.my Abstract The purpose of this study was to determine the beliefs of pre-service mathematics teachers. This study involved 83 respondents from the pre-service teachers from a public higher education institution (IPTA) in Malaysia. The instruments used in this study consist 42 items of mathematics beliefs. There are three dimensions in these instruments, namely beliefs about mathematics as nature, beliefs about learning mathematics and beliefs about the teaching of mathematics. The findings showed that pre-service teacher’s beliefs mathematics can be used in everyday life. For the beliefs about learning mathematics, the respondents agreed that students should be able to give reasons to support each solve mathematical problems. Finally, about the beliefs on mathematics teaching, the respondents agreed that the teaching of mathematics to students should be encouraged by explaining the mathematical ideas. Keywords: Mathematical beliefs, Pre-service teachers 1. Introduction In the 21st century, the challenge of globalisation demands that the people of Malaysia to become more knowledgeable, skilled, disciplined and emphasise quality. To realise these challenges, the key individuals who should bear the responsibility are the teachers. This is because the teacher is a person who is in the best front line in an effort to educate current and future generations to realise the challenge. So it can be said of responsibility and demands of the teachers are called far greater. Therefore, the responsibility to be as a teacher today is far more challenging compared to teachers in the previous decade. This is a result of globalisation, liberalisation and development of ICT that requires all people who feel that the teacher is responsible for the greater efforts needed to produce students who have self-esteem, moral character and can compete regardless of national or international stage. In fact, this task could be realised with the availability of quality teachers through effective teaching, providing exemplary leadership and personality that can be a good example to all children. Therefore, this task can be undertaken with care if every prospective teacher has quality academic ability and personality so that the future generation will be excellence, and glorious in education. 2. Mathematics Beliefs Research on teachers' beliefs and goals are common among many researchers in educational research as well as research on teachers' practices. But in recent years, a trend of research on the relationship between teachers' beliefs in practice has been regarded as an important issue in mathematics education (Vacc et al., 1999; Borko et al., 1992; Raymond, 1997; Francis, 1992; Simon et al., 2000). Knowledge and beliefs held by a teacher influenced their practices and behaviour in the classroom (Simon, et al. 2000; Vacc et al., 1999; Calderhead, 1996; Richardson et al., 1991). There are many studies shows that teachers' beliefs influence student beliefs (Lester & Garofalo, 1987; Chapman, 2001). It is generally accepted, and widely known about what the teacher was (teacher knowledge) will influence