Mathematics-specific motivations for choosing a mathematics teaching degree study programme

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Authors

The transition from school to university in mathematics is accompanied by more abstract and formal modes of mathematical thinking, a focus on deductive proof and for many preservice teachers also by demotivation and frustration towards this kind of mathematics. The present study qualitatively analyses 13 preservice teachers’ mathematics-specific motivation for choosing a mathematics teaching degree study programme before the beginning of their study. The results show that many preservice teachers enjoy schematic aspects of mathematics, which rather does not correspond to the type of mathematics taught at universities. These findings contribute to explaining demotivation and frustration of preservice teachers with the mathematical content of their university studies, what is discussed in more detail.

Original languageEnglish
Title of host publicationProceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023 : Volume 2
EditorsMichal Ayalon, Boris Koichu, Roza Leikin, Laurie Rubel, Michal Tabach
Number of pages8
Volume2
Place of PublicationIsrael
PublisherUniversity of Haifa
Publication date2023
Pages379-386
ISBN (print)978-965-93112-2-4
Publication statusPublished - 2023
Event46th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2023: Mathematics education for global sustainability - University of Haifa , Haifa, Israel
Duration: 16.07.202221.07.2022
https://pme46.edu.haifa.ac.il

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