Constructivist or instrumentalist? Exploring how pre-service teachers’ beliefs shape the integration of mathematical values and SDGs

Abstract

Context and relevance. As global challenges intensify, mathematics education faces growing demands to cultivate both abstract reasoning and value orientations aligned with the Sustainable Development Goals (SDGs). Pre-service teachers' epistemological beliefs play a critical role in shaping how these elements are incorporated into instructional materials. Objective. This study examines how Indonesian pre-service mathematics teachers' belief orientations — constructivist, Platonist, or instrumentalist — influence their integration of mathematical values (usefulness, creativity, transformation) and SDG themes in teaching resources. Methods and materials. A qualitative design engaged 37 final-year pre-service teachers (15 male, 22 female; aged 20–24) from an Indonesian state university. Data from written reflections and semi-structured interviews were analyzed through theory-driven descriptive coding, with rigor ensured via triangulation, member checking, and audit trails. Results. Analysis revealed distinct pedagogical patterns: constructivist-oriented teachers developed materials emphasizing creativity and contextual SDG integration, while Platonist approaches prioritized conceptual rigor and instrumentalist designs focused on procedural applications — both showing comparatively limited depth in value integration. Conclusions. The findings demonstrate how epistemological beliefs shape SDG implementation, suggesting teacher education programs would benefit from systematically addressing belief systems to prepare educators for creating mathematics instruction that balances conceptual mastery, creative reasoning, and global citizenship.