Conflicting mathematical worldviews

Even more challenges for mathematics preservice teachers

Authors

DOI:

https://doi.org/10.34024/prometeica.2023.27.15326

Keywords:

mathematical worldviews, mathematics-specific intrinsic motivation, university mathematics education, civic education through mathematics

Abstract

University mathematics education and civic education through mathematics emphasise different aspects of the mathematical worldview. The present study qualitatively analyses 21 mathematics students’ mathematics-specific intrinsic motivation for choosing a mathematics study programme referring to different aspects of their mathematical worldview before the beginning of their study. The results show that many preservice teachers enjoy schematic aspects of mathematics, which does neither correspond to the type of mathematics taught at universities nor to civic education through mathematics. These findings contribute to explaining demotivation and frustration of preservice teachers with university mathematics as well as challenges for implementing civic education through mathematics in classrooms.

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Published

2023-07-27

Issue

No. 27 (2023): Prometeica - nº 27 (07/2023 - 10/2023)

Section

Articles - Dossier 1

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Copyright (c) 2023 Robin Göller

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How to Cite

Göller, R. (2023). Conflicting mathematical worldviews: Even more challenges for mathematics preservice teachers. Prometeica - Journal of Philosophy and Science, 27, 410-420. https://doi.org/10.34024/prometeica.2023.27.15326