Abstract
In academic teacher education, preservice teachers may develop complex views on their chosen scientific discipline of study, as a tension may exist between a purely academic focus and a job-related focus. This study reports quantitative data from N = 259 preservice mathematics teachers indicating their views on the mathematics discipline in four facets of task value and enjoyment of mathematics as well as in an open statement. Cluster analysis of the five quantitative variables suggests three disjunct clusters, and qualitative data support the cluster structure. Data are discussed regarding higher education and the role of discipline content in teacher education.
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