Pre-Service Elementary Teachers’ Experiences, Expectations, Beliefs, and Attitudes toward Mathematics Teaching and Learning

Abstract

Many elementary pre-service teachers (PSTs) have negative experiences regarding learning mathematics.  They carry these prior negative experiences with them as they take their mathematics methods courses for teaching young children and they express their lack of confidence in teaching mathematics. This qualitative and descriptive study describes 23 elementary PSTs’ stated experiences, expectations, beliefs, and attitudes toward mathematics during their K-12 schooling and college mathematics courses. The study examines how a semester-long methods course in mathematics provides these PSTs an opportunity to re-evaluate their assumptions about what mathematics is and the role of teachers and learners in mathematics classrooms. In addition, the study describes the challenges that the primary researcher and the instructor of the course face. It illustrates the strategies he uses to accommodate PSTs’ professional transformation. Data was collected throughout participants’ enrollment in a semester-long course called Mathematics Instruction in Preschool and the Primary Grades, which was taken in conjunction with their practicum. Data sources included university classroom observations, pre-service teachers’ verbal and written responses to class discussions, reading assignments, course activities, presentations, and a final reflective paper. PSTs’ responses were categorized and common themes were derived from the triangulation of data to include prospective teachers’ critical reflections on teaching and learning, transformation of their stated beliefs and attitudes toward mathematics, and their concerns and struggles. https://doi.org/10.26803/ijlter.16.11.1