MATHEMATICS STUDENT TEACHERS’ RESPONSES TO INFLUENCES AND BELIEFS

Abstract

This article forms part of an ongoing study of student teachers of secondary mathematics. The aspect reported on in this article is an analysis of the effects of the influences brought to bear upon four individual student teachers of secondary mathematics as they progress through a one-year postgraduate course of teacher training (PGCE) based at a British University. The students have differing initial beliefs about teaching, learning and mathematics. As anticipated in the literature, the student's initial beliefs survive virtually intact throughout the year. However, the study suggests that the link between initial beliefs and teaching approach is not deterministic. The study suggests ways of encouraging student teachers to employ a range of pupil activities in their teaching.