Prospective elementary teachers' motivationto participate in whole-class discussions during mathematics content courses for teachers

摘要

Prospective elementary teachers' (N= 148) motivation to participate in whole-class discussions during mathematics content courses for teachers, as expressed in their ownwords on an open-ended questionnaire, were studied. Results indicated that prospectiveteachers were motivated by positive utility values for participating (to achieve a short-termgoal of learning mathematics or a long-term goal of becoming a teacher), to demonstratecompetence (to achieve performance-approach goals), or to help others (to achieve socialgoals). Negative utility values for participating were expressed by those who preferred tolearn through actively listening. Five motivational profiles, as composed of interactionsamong motivational values, beliefs, goals and self-reported participation practices, wereprevalent in this sample. Self-reported variations among participants' utility values andparticipation practices suggested that prospective teachers engaged differentially inopportunities to learn to communicate mathematically. Results provide pedagogical learnerknowledge for mathematics teacher educators.