Abstract
Subjects were preservice primary teachers from two German universities with different teacher training programs. Preservice teachers perceptions about their former mathematical achievement and its causal attributions were investigated and it was found that the relationship between these variables warrants to classify preservice teachers as having a more or less favourable “mathematical learning history”. Attributional differences of preservice teachers from the two universities could be explained by differences in their past performance. Similar results were found for attributional differences between preservice teachers who specialized in mathematics and those who did not. Moreover, preservice teachers who used “favourable” attributions were more confident with regard to their ability to teach mathematics in the future. The implications of these findings for teachers training in general as well as for the two programs under consideration are discussed.
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