Abstract
This paper investigated student teachers’ preconceptions of mathematics teaching and the relationship between these preconceptions and the student teachers’ prior learning of mathematics. It was carried out through a two-stage questionnaire survey (N = 87). Eight student teachers were selected from the respondents for further interviews. Results indicated that most student teachers in this study identified only one of three socially shared views of mathematics teaching concerning learning, instruction, and classroom atmosphere. Only a few students held multiple views of mathematics teaching. Data from the present study suggested that student teachers’ preconceptions of mathematics teaching were strongly related to and enhanced by their former mathematics learning in primary and secondary schools. Understandings of the content and role of these experiences might be useful for mathematics teacher educators in designing relevant educational programs.
| Keywords: | informal knowledge; social representations; social identity; concepts of teaching; pedagogical thinking |
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