Students are frequently wrong in understanding a certain concept or material in learning mathematics or termed as misconceptions. Misconceptions do not occur only at students with low mathematics skills or low levels of mathematical creative thinking, but also for students with high mathematical creative thinking. Therefore, it is important to describe the misconception of students' high mathematical creative thinking in solving the problems, especially geometric shapes problems because that is often overlooked. This research employed a qualitative approach and the data were presented descriptively. The study was conducted in SDI Surya Buana Malang in academic year 2015/2016. Four students from Class VI who fulfilled high mathematical creative thinking level were selected as the research subjects. Students with high mathematical creative thinking is students who have the problem solving skills in fluency, flexibility, and originality. The findings showed that the students with high mathematical creative thinking level had misconceptions in determining of the size of the parallelogram, determining of the perimeter of the combined shapes, and understanding the concept of square and rhombus.

Beliefs and pedagogical content knowledge (PCK) are two factors influencing teaching practice in the classroom. This research aims to describe the beliefs and PCK of the prospective mathematics teachers and the relationship between the two factors on the teaching practices in the mathematics classroom. Participant in this research includes a prospective teacher who has taken a micro teaching subject and has good communication skill. Data were collected through interview and video analysis on the teaching practice in the classroom. The data obtained were coded, simplified, presented, and triangulated for the credibility and concluded. The result of the research shows that the prospective teachers who hold a constructivist belief view mathematics as a dynamic knowledge which evolves and is regarded as the space of creation for humans. Their beliefs on the nature of mathematics support the belief in the teaching-learning process in mathematics classrooms. Furthermore, a good understanding of the prospective teachers have on the components of the PCK has been sufficient, which can be identified in every step of practical activities in the classroom. More elaboration on the relationship between the belief and PCK is presented in this research.

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