**APA**

**In-text citation:** (Novikasari, 2017)

**Reference:** Novikasari, I. (2017). Factors Affecting the Development of Mathematical Knowledge for Teaching and Mathematical Beliefs of Prospective Primary Teachers. *International Electronic Journal of Mathematics Education, 12*(3), 243-264.

**AMA**

**In-text citation:** (1), (2), (3), etc.

**Reference:** Novikasari I. Factors Affecting the Development of Mathematical Knowledge for Teaching and Mathematical Beliefs of Prospective Primary Teachers. *INT ELECT J MATH ED*. 2017;12(3), 243-264.

**Chicago**

**In-text citation:** (Novikasari, 2017)

**Reference:** Novikasari, Ifada. "Factors Affecting the Development of Mathematical Knowledge for Teaching and Mathematical Beliefs of Prospective Primary Teachers". *International Electronic Journal of Mathematics Education* 2017 12 no. 3 (2017): 243-264.

**Harvard**

**In-text citation:** (Novikasari, 2017)

**Reference:** Novikasari, I. (2017). Factors Affecting the Development of Mathematical Knowledge for Teaching and Mathematical Beliefs of Prospective Primary Teachers. *International Electronic Journal of Mathematics Education*, 12(3), pp. 243-264.

**MLA**

**In-text citation:** (Novikasari, 2017)

**Reference:** Novikasari, Ifada "Factors Affecting the Development of Mathematical Knowledge for Teaching and Mathematical Beliefs of Prospective Primary Teachers". *International Electronic Journal of Mathematics Education*, vol. 12, no. 3, 2017, pp. 243-264.

**Vancouver**

**In-text citation:** (1), (2), (3), etc.

**Reference:** Novikasari I. Factors Affecting the Development of Mathematical Knowledge for Teaching and Mathematical Beliefs of Prospective Primary Teachers. INT ELECT J MATH ED. 2017;12(3):243-64.

# Abstract

This study aimed to obtain a description of the factors that influenced the knowledge development of teaching mathematics and mathematical beliefs owned by the students of prospective primary school teacher. The subjects of this study were 69 students of prospective primary school teacher in the second year that joined with the course of mathematics learning. The method used was quantitative descriptive method in which data collection techniques used tests, questionnaires and interviews. The results showed that the students of prospective primary school teacher had several factors that affected the test results of the mathematical knowledge for teaching and mathematical beliefs they had. The type of the highest mathematical beliefs, i.e. constructivist, began to emerge in two prospective primary school teachers who had the test results of the knowledge of teaching mathematics in the high category, with an educational background of vocational school and high school in social studies field.