A Mixed-Methods Exploration of First-Year Inclusive Preservice Teachers' Conceptions of Teaching Mathematics

• In Event: Exploring Preservice Teachers in Mathematics Education

Abstract

Teachers’ conceptions of mathematics influence their teaching practices. Historically, elementary and special education preservice teachers have had higher mathematics anxiety, lower confidence, and more negative attitudes towards mathematics (Bursal & Paznokas, 2010; Karp, 1991). The increase in inclusive educator preparation programs leading to general and special education certification makes it important to understand the conceptions inclusive education majors have. This study explores inclusive early childhood majors’ conceptions of mathematics prior to taking an introductory mathematics education course. Results indicate the preservice teachers have negative attitudes and low confidence, but positive beliefs and dispositions. These findings are significant because little work has explored inclusive preservice teachers’ initial conceptions of mathematics. Programmatic and instructional implications for mathematics teacher education are discussed.

Authors

• Thomas Roberts, Bowling Green State University

• Audrey Conway Roberts, Bowling Green State University

• Cathrine Maiorca, California State University - Long Beach