Purposefully Embedding Uncertainty Into a Mathematics Teacher Preparation Course

• In Event: Bringing All Variables Together: Mathematics and Teacher Preparation

Abstract

Uncertainties are inherent in education, yet teacher education programs rarely introduce the topic of uncertainties. Furthermore, pre-service math teachers often report experiencing anxiety toward both math content and pedagogy. As such, this study aimed to explore how purposefully embedding activities surrounding personal and mathematical uncertainty into a math methods course, impacts the sources and perceptions of uncertainty experienced by pre-service teachers (PSTs). Using a qualitative approach, we analyzed reflective check-ins completed by the PSTs throughout one semester. We identified five main sources of uncertainty as well as shifts in perceptions over time, none of which moved in the negative direction. PSTs also expressed an increased awareness of the benefit uncertainty can have in learning mathematics.

Authors

• Emily Starrett, Arizona State University

• Carla M. Firetto, Arizona State University