Prospective elementary teachers’ (N = 148) motivation to participate in whole-class discussions during mathematics content courses for teachers, as expressed in their own words on an open-ended questionnaire, were studied. Results indicated that prospective teachers were motivated by positive utility values for participating (to achieve a short-term goal of learning mathematics or a long-term goal of becoming a teacher), to demonstrate competence (to achieve performance-approach goals), or to help others (to achieve social goals). Negative utility values for participating were expressed by those who preferred to learn through actively listening. Five motivational profiles, as composed of interactions among motivational values, beliefs, goals and self-reported participation practices, were prevalent in this sample. Self-reported variations among participants’ utility values and participation practices suggested that prospective teachers engaged differentially in opportunities to learn to communicate mathematically. Results provide pedagogical learner knowledge for mathematics teacher educators.
- Looking forward to last day (for me) of the EML 2018 with @deborah_ball. What a wonderful opportunity to study, dis… twitter.com/i/web/status/1… 1 month ago
- RT @A2SchoolsSuper: We ❤️ #TreeTown @A2schools #InspireA2 #A2gether Ann Arbor named best place to live in America - again https://t.co/yRrH… 8 months ago
- RT @SpringerEdu: Teachers’ talk about the mathematical practice of attending to precision link.springer.com/article/10.100… 8 months ago
- RT @SpringerEdu: RT @authorzone: Discover what English-language #SpringerNature books topped 2017’s list in downloads, citations, and menti… 8 months ago
- Sharing some thoughts about the process of settling down in Ann Arbor. #Sabbatical fulbright.no/grantee-experi… 1 year ago