Preservice Teachers’ Wellbeing in Mathematics Education

The Mis-Education of Mathematics Teachers

I f we want to produce good French teachers in schools, should we require them to learn Latin in college but not French? After all, Latin is the mother language of French and is linguistically more complex than French; by mastering a more complex language teachers could enhance their understanding of the French they already know from their school days. To correlate their knowledge of French wit...

Mapping Changes in Support: A Longitudinal Analysis of Networks of Preservice Mathematics and Science Teachers

Relationships among Preservice Primary Mathematics Teachers’ Gender, Academic Success and Spatial Ability

The aim of this work is to investigate relationships among pre-service primary mathematics teachers’ gender, academic success and spatial ability. The study was conducted in Izmir with 193 pre-service primary mathematics teachers of Dokuz Eylül University. In the work, spatial ability test, which consists of two main subtests measuring spatial orientation and spatial visualization abilities, is...

Primary School Teachers’ Assessment Profiles in Mathematics Education

The aim of this study was to contribute to knowledge about classroom assessment by identifying profiles of teachers' assessment of their students' understanding of mathematics. For carrying out this study we used data of a nationwide teacher survey (N = 960) in the Netherlands. The data were collected by an online questionnaire. Through exploratory factor analyses the underlying structure of wh...

The Impact of Full Time Student Teaching on Preservice Teachers' Conceptions of Mathematics Teaching and Learning

This study investigated the changes in conceptions on mathematics teaching and learning of preservice BScEd teachers after 12 weeks of full time teaching practice. Written answers to open ended questions administered at the beginning and end of student teaching were triangulated with interviews. The preservice teachers exhibited more differences in conceptions on teaching than on learning mathe...