RUME 26
2024
Omaha, Nebraska
Abstract Mathematics as Perceived by Pre-Service Mathematics Teachers: “It is Not Gonna Benefit Me in Teaching”
Page: 1248
The secondary-tertiary transition (STT) in mathematics presents university students with multiple cognitive-epistemological, didactical, sociocultural, and affective challenges. This qualitative study explores the perceptions of two pre-service mathematics teachers regarding the relevance of abstract mathematics to their future teaching practices. Using three interviews and eleven reflections, the investigation yields in-depth insights. In addition to highlighting the affective aspects of the STT in mathematics, the study addressed certain difficulties pre-service teachers encountered while dealing with advanced mathematics courses.