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Teacher educators’ general beliefs and personal identifications related to mathematics

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Abstract

Dominant cultural beliefs contend that mathematics is exclusive; only some have access to “the gift.” Within classrooms and amidst everyday vernacular, scripts about mathematics and who can “do” mathematics reify such traditional beliefs. Mathematics teacher educators work with preservice teachers (PSTs) to challenge such beliefs, but they only represent a part of the community teaching PSTs. Non-mathematics teacher educators (TEs) may not overtly teach mathematical concepts, but within their hidden curricula, they likely transmit beliefs about mathematics and convey their positions as math people. Little research has been conducted on TEs’ mathematical beliefs and identities; therefore, little is known about how they transmit or challenge traditional beliefs about mathematics to their PSTs. This article aims to start the conversation about the role of TEs in transforming or maintaining mathematical beliefs by reporting the findings from an analysis of seventeen TEs’ responses to questions related to their general beliefs about mathematics and how they position themselves as math people. Most participants articulated innovative, inclusive beliefs about mathematics but refused to identify fully as math people. Self-exclusion explanations given for not identifying as math people included preferences to other content areas; comparisons to others; not having a profession that requires traditional school math; and perceived deficits in mathematical understanding, despite strengths, enjoyment, and/or confidence in mathematics courses and/or real-world problem solving. Analysis revealed avoidance of emotional suffering and risk at the root of some rejections of the “math person” identification. Implications and suggested future steps also are included.

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  1. Department of Teacher Education, College of Charleston, Charleston, USA

    Mary Elizabeth R. Lloyd

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Appendix

Appendix

TE survey questions

  1. 1.

    What courses do you teach primarily?

  2. 2.

    Do you have students derive a plan/strategy for solving a problem? If “yes,” please indicate in which course(s) and provide a brief example(s).

  3. 3.

    Do you have students assess the validity of problem solutions? If “yes,” please indicate in which course(s) and provide a brief example(s).

  4. 4.

    Do you have students make sense of quantities and their relationships? If “yes,” please indicate in which course(s) and provide a brief example(s).

  5. 5.

    Do you have students justify and/or explain solutions to others? If “yes,” please indicate in which course(s) and provide a brief example(s).

  6. 6.

    Do you have students critique/respond to others’ arguments? If “yes,” please indicate in which course(s) and provide a brief example(s).

  7. 7.

    Do you have students apply concepts learned to solve problems arising in everyday life, society, and the workplace? If “yes,” please indicate in which course(s) and provide a brief example(s).

  8. 8.

    Do you have students use technology and other resources to visualize, explore, and compare information and/or to deepen understanding of concepts? If “yes,” please indicate in which course(s) and provide a brief example(s).

  9. 9.

    Do you have students communicate precisely with others? If “yes,” please indicate in which course(s) and provide a brief example(s).

  10. 10.

    Do you have students use clear definitions in discussions and reasoning? If “yes,” please indicate in which course(s) and provide a brief example(s).

  11. 11.

    Do you have students identify patterns or structures? If “yes,” please indicate in which course(s) and provide a brief example(s).

  12. 12.

    Do you have students shift perspectives to see complicated ideas? If “yes,” please indicate in which course(s) and provide a brief example(s).

  13. 13.

    When students are solving problems, do you have them maintain oversight of the process, while attending to details? If “yes,” please indicate in which course(s) and provide a brief example(s).

  14. 14.

    What is mathematics?

  15. 15.

    What is mathematical thinking?

  16. 16.

    Do you integrate mathematics into your courses?

  17. 17.

    In which courses do you integrate mathematics? Would you please provide some specific examples?

  18. 18.

    Is this integration of mathematics made explicit to your students (ie, do they know that they are doing mathematics in a non-mathematics course)? Why or why not?

  19. 19.

    Why not?

  20. 20.

    Do you consider yourself a “math” person? Please explain.

  21. 21.

    Are you good at mathematics? Please explain.

  22. 22.

    When working on mathematical problems or tasks, describe how you feel. Please feel free to provide examples.

  23. 23.

    To what do you attribute your mathematical ability and attitude?

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Lloyd, M.E.R. Teacher educators’ general beliefs and personal identifications related to mathematics. Math Ed Res J 36, 199–230 (2024). https://doi.org/10.1007/s13394-022-00436-8

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Keywords

The Mathematics subject classification (MSC)

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