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In this mixed methods study, we draw upon a systemic perspective to investigate the way that effective mathematics teaching is constructed in the ASPETE (School of Pedagogical and Technological Education) learning system. We focused on the perspectives of the first-year students (through questionnaires), of the lecturer who taught the course (through interviews), as well as of the research team (through observations). We considered both the pragmatic level (what they actually experienced) and the desired level (what they would prefer to experience). The results of the conducted analyses support the proposed research approach, revealing convergences and divergences in the mapped perspectives, which identify the mathematics teaching effectiveness of the subsystem of the mathematics class in ASPETE as an emergent, systemic phenomenon. The pedagogical implications are discussed, with respect to the planifications of teaching and learning mathematics in the ASPETE learning system.
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