Intersecting Beliefs: Exploring Pre-Service Teachers’ Beliefs on Mathematics and Emergent Bilingual Mathematics Education

Emergent Bilinguals (EBs) are the fastest-growing group in the U.S. K-12 system, offering opportunities to enrich mathematics classrooms and highlighting the need for pre-service teachers (PSTs) to adopt culturally responsive pedagogies. Despite progress in valuing EBs’ linguistic and cultural strengths, many PSTs still graduate with deficit-oriented beliefs that hinder effective mathematics instruction. This study explores the intersection of PSTs’ beliefs about mathematics and EB education, using survey data from 84 PSTs. Results reveal belief clusters, including traditionalist perspectives paired with moderate equity views and constructivist beliefs linked to stronger equity support. Findings can inform teacher preparation programs to foster inclusive, language-responsive mathematics pedagogy.