Work

Views on Mathematics Education: A Comparative Study of Future Primary and Future Mathematics Teachers

Year: 2025

Type: article

Abstract: Teacher identity emerges from the intertwined relationship of past, present, and future experiences, shaped through active reflection within individual, social, and cultural contexts. This study investigates how initial teacher education programs for future primary school teachers and future mathematics teachers influence their perceptions of mathematics education. Questionnaires with predominantly open-ended questions were distributed to 369 students: 195 enrolled in mathematics teacher education programs and 174 in primary school teacher education programs. The survey examined their preferences for school subjects in prior education, motivations for choosing teaching as a profession, important teacher qualities, and attitudes toward mathematics. The results reveal significant differences between the two groups: future primary school teachers emphasize the focus on children and relational aspects of teaching, while future mathematics teachers highlight mathematics as a scientific discipline. Both groups’ responses reflect their respective educational programs and experiences. The findings suggest that adopting a holistic approach in teacher education, integrating content knowledge with pedagogical practice, and supporting reflective processes can foster deeper self-understanding and the development of a professional teacher identity.

Source: Education Sciences

DOI: 10.3390/educsci15101370

Authors: Vana Colić, Zorana Lužanin, Bojan Lazić, Sanja Maričić, Jasmina Klemenović

Institutions: University of Novi Sad, University of Kragujevac

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,172