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.
| Translated title of the contribution | CONFLICTING MATHEMATICAL WORLDVIEWS EVEN MORE CHALLENGES FOR MATHEMATICS PRESERVICE TEACHERS |
|---|---|
| Original language | Spanish (Ecuador) |
| Journal | Prometeica |
| Issue number | 27 |
| Pages (from-to) | 410-420 |
| Number of pages | 11 |
| ISSN | 1852-9488 |
| DOIs | |
| Publication status | Published - 27.07.2023 |
Bibliographical note
Publisher Copyright:© 2023 CONICET - Emiliano Aldegani. All rights reserved.
Research areas and keywords
- Mathematics
- civic education through mathematics
- mathematical worldviews
- mathematics-specific intrinsic motivation
- university mathematics education
- Didactics of Mathematics
ASJC Scopus Subject Areas
- History and Philosophy of Science
- Philosophy
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