Mathematics-specific motivations for choosing a mathematics teaching degree study programme
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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Mathematics-specific motivations for choosing a mathematics teaching degree study programme. / Göller, Robin.
Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023: Volume 2. ed. / Michal Ayalon; Boris Koichu; Roza Leikin; Laurie Rubel; Michal Tabach. Vol. 2 Israel : University of Haifa, 2023. p. 379-386 (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 2).Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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TY - CHAP
T1 - Mathematics-specific motivations for choosing a mathematics teaching degree study programme
AU - Göller, Robin
N1 - Publisher Copyright: © 2023, Psychology of Mathematics Education (PME). All rights reserved.
PY - 2023
Y1 - 2023
N2 - 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.
AB - 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.
KW - Mathematics
UR - http://www.scopus.com/inward/record.url?scp=85180794575&partnerID=8YFLogxK
M3 - Article in conference proceedings
AN - SCOPUS:85180794575
SN - 978-965-93112-2-4
VL - 2
T3 - Proceedings of the International Group for the Psychology of Mathematics Education
SP - 379
EP - 386
BT - Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023
A2 - Ayalon, Michal
A2 - Koichu, Boris
A2 - Leikin, Roza
A2 - Rubel, Laurie
A2 - Tabach, Michal
PB - University of Haifa
CY - Israel
T2 - 46th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2023
Y2 - 16 July 2022 through 21 July 2022
ER -