Math is cool – for school? Insights into preservice teachers’ views on the mathematics discipline between an academic and a job-related focus

Guse, Simon; Kienhues, Dorothe; Jucks, Regina

doi:10.1016/j.tate.2023.104247

Teaching and Teacher Education

2023

DOI: 10.1016/j.tate.2023.104247

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Math is cool – for school? Insights into preservice teachers’ views on the mathematics discipline between an academic and a job-related focus

Simon Guse,

Dorothe Kienhues,

Regina Jucks

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Cited by 4 publications

References 64 publications

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“I’m a bit out of place here.”—Preservice teachers’ positioning in the figured world of university mathematics

Gildehaus,

Liebendörfer,

Heyd-Metzuyanim

2024

Educ Stud Math

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Preservice mathematics teachers are sometimes trained in programs so that they have both their own courses and joint courses with mathematics majors from the beginning of their studies. While this is thought to provide them with both deep mathematical knowledge and teaching-specific content right from the start, many of them report disaffection with and disengagement from mathematics during their very first semester. Current approaches often frame this from an individual’s perspective, investigating cognitive and affective individual differences among students. In contrast, we aim to understand this issue from a sociocultural perspective, examining underlying social processes. In this study, we thus explored preservice teachers’ experiences of the mathematics component of their training, using Holland and colleagues’ theory of figured worlds as a theoretical lens. Three group interviews with 14 preservice higher secondary teachers in a common mixed setting in Germany (one course specific to preservice teachers, one general mathematics course together with major students) were analyzed. Our findings displayed that the preservice teachers experienced two dichotomous figured worlds of mathematics and mathematics teaching. Our further analysis of their positioning between these worlds provided new insights to explain their disaffection, disengagement, and consequent learning behavior. We discuss practical implications, focusing on different teaching systems and interventions in teacher education.

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“I’m a bit out of place here.”—Preservice teachers’ positioning in the figured world of university mathematics

Gildehaus,

Liebendörfer,

Heyd-Metzuyanim

2024

Educ Stud Math

View full text Add to dashboard Cite

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Mathematikspezifische Motivation im Lehramtsstudium – Operationalisierung und Bedeutung für Studienprozesse

Gildehaus,

Rach,

Liebendörfer

2024

J Math Didakt

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ZusammenfassungViele Mathematiklehramtsstudierende berichten im ersten Studienjahr von Motivationsproblemen, die wahrscheinlich mit ungünstigen Studienprozessen einhergehen. Um diesen Zusammenhang aufzudecken, orientieren wir uns an bestehenden Differenzierungen von berufs- und fachbezogener Motivation im Rahmen der Expectancy-Value-Cost Theorie. Konkret untersuchen wir, ob berufs- und fachbezogene Wertüberzeugungen von Lehramtsstudierenden mathematikspezifisch operationalisiert werden können und welche Bedeutung im Studienprozess diese für Lehramtsstudiengänge haben. Aufbauend auf Vorarbeiten und bestehenden Studien zu verschiedenen Objekten der Motivation wurde dazu ein Fragebogen zu Wertüberzeugungen entwickelt. In einer Studie mit 270 Mathematikstudierenden des Sekundarstufen II-, I‑ und Primarstufen-Lehramtes konnte eine gute Passung zwischen dem theoretischen Modell der berufs- und fachbezogenen Wertüberzeugungen und den empirischen Daten festgestellt werden. Vor allem intrinsische Wertüberzeugungen in Bezug auf das Fach zeigen sich als relevant für Studienzufriedenheit, Abbruchneigung und Partizipation (in Form von Beweisnutzung und Abschreibeverhalten). Theoretische und praktische Implikationen zur Bedeutung spezifischer Motivationslagen im Lehramtsstudium Mathematik sowie gezielte Interventionsmöglichkeiten werden diskutiert.

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Pre-service English teachers‘ approaches to technology-assisted teaching and learning: Associations with study level, self-efficacy and value beliefs

Hülshoff,

Jucks

2024

Computers and Education Open

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Math is cool – for school? Insights into preservice teachers’ views on the mathematics discipline between an academic and a job-related focus

Cited by 4 publications

References 64 publications

“I’m a bit out of place here.”—Preservice teachers’ positioning in the figured world of university mathematics

“I’m a bit out of place here.”—Preservice teachers’ positioning in the figured world of university mathematics

Mathematikspezifische Motivation im Lehramtsstudium – Operationalisierung und Bedeutung für Studienprozesse

Pre-service English teachers‘ approaches to technology-assisted teaching and learning: Associations with study level, self-efficacy and value beliefs

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