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Preservice elementary teachers hold a variety of beliefs about mathematics and mathematics learning, which influence their teaching. Previous research has shown that preservice elementary teachers believe that mathematics is doing arithmetic. However, it is unclear if preservice elementary teachers truly believe that mathematics is only arithmetic, or if they simply have a difficult time describing their views on mathematics. In this study, preservice elementary teachers were asked to provide metaphors for mathematics and mathematics learning in order to illuminate the preservice teachers' beliefs about mathematics. The metaphors were analyzed to reveal twelve different categories of belief. Approximately one-fourth of the metaphors suggested negative views about mathematics and mathematics learning. Approximately 44% of the metaphors described mathematics and mathematics learning as something that one must engage in as one travels the successes and failures of it. The metaphors prove to be a powerful tool for discovering preservice teachers' views of mathematics.

This paper analyzes 16 preservice secondary mathematics education majors' mathematical autobiographies. Participants wrote about their previous experiences with mathematics. All participants discussed why they wanted to become mathematics teachers with the key factors being past experience with mathematics teachers, previous success in mathematics classes, and the intrinsic rewards associated with helping others with mathematics problems.

In this study, a sample (N = 55) of preservice elementary teachers were asked what it takes to be good at math and whether or not they seem themselves as 'do-ers' of math. An examination of their responses to both a Likert Scale and corresponding open-ended questions revealed five key themes: having a good attitude, being a good student, practicing, possessing particular numeric skills, and natural ability. Yet, despite their personal willingness to work hard and have a good attitude, many indicated that they do not see themselves as good at math – e.g. only 38% agreed with the statement 'I am good at math'. Thus, there is a contradiction in beliefs: These preservice elementary teachers believe that to be good at math, one must practice math. They see themselves as willing to practice math. Yet, they do not see themselves as 'do-ers of math'. Their responses express a troubling disconnect, as they see themselves trying to be good at math, but not necessarily succeeding. Analysis of these intriguing findings prove instructive for enhancing the preparation of future elementary school teachers. [ABSTRACT FROM AUTHOR]

Reform in secondary mathematics education has created changes regarding how to educate teachers. It is time to check the result of such changes. This study provides a snapshot look at the commonalities of ten pre-service teachers in regards to their mathematics knowledge and their attitudes about mathematics and mathematics education. Four themes emerged. The pre-service secondary mathematics teacher enjoys and has knowledge of secondary mathematics; does not enjoy nor have a deep understanding of undergraduate mathematics; is drawn to teaching and not overly drawn to mathematics; and has a medium-level of commitment to the National Council of Teachers of Mathematics. (Contains 2 tables.)

Current mathematics students are members of Generation Z, a generation proving to be quite different than previous ones. Generation Z has never known a time without Google, nor a time of safety. Generation Z has a declining tendency to even attend college. If they do attend college, their expectations need to be met to keep them engaged in mathematics. Professors will need to adjust pedagogy. [ABSTRACT FROM AUTHOR]

Preservice elementary teachers have had a variety of experiences in their math classes which influence their willingness to engage in math as well as their confidence in doing so. This study examined the responses of two sets of preservice elementary teachers, in 2017 and in 2022, to questions about their "best" and "worst" experiences in math classes. Previous research has seldom asked preservice elementary teachers to examine what they do as students to create a better math experience and research is only now beginning on how COVID-19 may have affected student behavior. Inductive analysis revealed that the emotional intelligence of teachers greatly affected preservice elementary teachers' willingness to meaningfully engage in math. For example, a recurring theme in the data was a strong sense of not wanting to appear dumb, which prevented the students from asking questions or seeking help when needed. This study demonstrates that the classroom environment plays a significant role in preservice elementary teachers' success in math, confidence and comfort level with the subject, and, undoubtedly, how they will eventually teach math to their future students. [ABSTRACT FROM AUTHOR]

State and national initiatives attempt to increase the quantity and quality of secondary mathematics and science teachers. Research suggests that if one could appeal to something inside of people or about the process of teaching and learning itself, then one might draw current mathematics and science graduate students into secondary teaching. This study placed eight mathematics and science graduate students in secondary schools for ten hours a week. Pre- and post-measures of their interest level in becoming secondary teachers were made. Overall, graduate students decreased in their desire to become secondary teachers. The main reasons were (1) fellows wanted to work with higher-level mathematics and science; (2) fellows felt students were not behaved and unmotivated; (3) fellows did not view being a teacher as a career, but only as a job; and (4) fellows felt school systems had to do too many things that fellows did not want to do.

Essentially a focus group to discuss textbook related issues, a meeting of calculus instructors from a wide variety of environments was convened and sponsored by McGraw Hill to provide feedback on the current state of the calculus classroom. This paper provides a description of the group's discussions.

The reform mathematics curricula present students with problems that cannot be solved using routine methods. Addresses questions about problem solving by considering one seventh-grade teacher's first-person description of an attempt to teach algebra problem solving. (Author/MLF)

Describes the writing of a new placement test and provides detailed results of a validity study on the test. Concludes that placement testing does not work very well. Suggests that undergraduate mathematics departments consider using existing data rather than giving a separate placement test. (Author/KHR)

Investigates how well National Council of Teachers of Mathematics (NCTM)-oriented students do on standardized mathematics tests and whether the tests truly measure the skills that these students have. Shows that students in one NCTM-oriented curriculum displayed such qualities as engagement, eagerness, communication, flexibility, and curiosity to a much higher degree than traditional students did. Implies revision or supplementation of assessment methods. (Author/KHR)

Abstract The research question was: When a non-paper-and-pencil test is used as the source of measurement, do there appear to be differences by students' mathematics curriculum, Algebra II or CPMP […]

Abstract Although excelling in mathematics can be socially stigmatizing, is it a social stigma to be deficient in mathematics? Over 1000 undergraduate students were questioned as to the embarrassment level [...]

Introduction The National Council of Teachers of Mathematics (NCTM) has called for reform in the teaching of mathematics (1989; 2001). Beginning secondary mathematics teachers are being educated in mathematics methods […]

Mathematical identity is an individual's concept of who he or she is mathematically. In this paper, metaphors for mathematics from elementary education majors are compared to metaphors created by secondary mathematics teaching majors. The analysis demonstrates a basic difference in the mathematical identity of the two groups, with the latter group having more holistic conceptions of mathematics than the first group. Elementary education majors describe mathematics as an ongoing struggle in which the mathematics is active, and they are the victims. The secondary teaching mathematics majors describe mathematics as an ongoing struggle in which they are active. [ABSTRACT FROM AUTHOR]

This study explores the myriad definitions and conceptualizations of mathematics, with a particular focus on how undergraduate students in a mathematics course designed for non-mathematics intensive majors define the term. Students enrolled in this particular course at a regional university in the Midwest were asked the open-ended question: "What is math?" The researchers employed content analysis in their analysis and interpretation of the data. A number of categories emerged, with the modal category being the conception of mathematics as problem solving that occurs in mathematics classes. [ABSTRACT FROM AUTHOR]

The article examines the standards of high school mathematics courses in the U.S. During the summer of 2006, the author used several state department of education web sites for all U.S. states to look for copies of the state mathematics standards and to find high school graduation requirements. Even though the country does not have a national curriculum, most of the states follow the five content standards implemented by the National Council of Teachers of Mathematics (NCTM). A brief description of each standard is provided.

The article presents various mathematicians that did not promote their uniqueness in mathematics but rather their humanness. Maria Gaëtana Agnesi is known for her calculus book and the curve called the "Witch of Agnesi." She was incredibly rich but gave her money to the poor and died with nothing. Girolamo Cardano of Italy is known for his work in algebra. He had bad luck from birth including being born illegitimate and died in suicide. Leonhard Euler is known for his passion in solving mathematical problems, including geometry, trigonometry, and number theory. He loved being a father and taking care of his 13 children.

The author reflects on the characteristics of the new generation mathematics student. She believes that pedagogical problems could arise if mathematics professors assume that the students they are teaching possess intelligence equal to them. According to her, a variety of information related to the generation gap may help mathematics teachers understand their students.

In the past ten years much attention has been focused on reforming the secondary mathematics curriculum. If these reform efforts have had an impact on student learning then incoming college freshmen will be differently prepared for collegiate mathematics than students of the past. This article examines the process for placing incoming freshmen into the appropriate collegiate mathematics course. The authors provide an alternative to the traditional mathematics placement test used at many universities and give results of the initial validation and reliability process, which suggest that the reform placement test might be a workable alternative. [ABSTRACT FROM AUTHOR]