Changing perspectives: Examining the potential for advanced mathematical studies to influence pre-service teachers' beliefs about mathematics

•Discusses challenges of changing beliefs about mathematics to support reform.•Considers potential for mathematical studies to impact beliefs about mathematics.•Demonstrates persistence of old beliefs through advanced mathematical studies.•Evidence of potential for mathematical studies to impact beliefs about mathematics.

This study considers the potential for advanced mathematical studies to impact pre-service teachers' beliefs about mathematics. Results show that, after completing a degree which includes advanced mathematical studies, many prospective teachers' beliefs still reflect limited interpretations of key terminology and do not value the theoretical and conceptual network underpinning the rules and procedures of secondary mathematics. Many of their beliefs about the nature of mathematics also fail to recognise its capacity to stimulate analytical thought and creativity. In cases where pre-service teachers showed evidence of well-developed beliefs, the study explores the role of their advanced mathematical studies in this development.