Performing or Learning Mathematics: Asking Critical Questions in Teacher Education

Abstract

In the study reported here, preservice teachers were asked questions about their experiences of learning and teaching mathematics. Goal theory is used as a theoretical perspective for examining their responses to questions about what it means to know (in) mathematics and the role of the teacher in how students focus their efforts in mathematics classrooms. Also discussed in the paper is the role of the cooperating teacher in helping preservice teachers develop their ideas about what it means to be a “good” mathematics teacher. This is followed by a discussion of preservice teachers’ responses to questions concerning their perceptions of what it means to know (in) mathematics and their most meaningful experiences in the mathematics classroom during their internship. Finally, the paper highlights critical questions regarding the changing needs of teacher education programs in the context of preservice teachers’ internship experiences