Abstract
Preservice secondary school mathematics teachers were studied relative to 2 hypotheses: (a) Mathematicians and educators influence decisions in projected classroom situations; (b) Mathematicians exert more influence than educators. Ss were presented with projected classroom situations, each accompanied by 3 plausible resolutions. For each situation, labels of “mathematicians” and “educators” were attached to different resolutions to represent the alleged consensus of the respective professional group. The sample was split randomly into control (N = 33) and experimental (N = 28) groups. Randomization was used in producing the test instrument to control content effects. Kolmogorov-Smirnov statistics indicated significant influence of the label “mathematicians” (p < .03) and the label “educators” (p < .01) on the resolution choices of experimental Ss. A Wilcoxon matched-pairs, signed-rank statistic indicated no significant differential influence between the professional groups.
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