Preservice teachers’ mathematics-related values and expectancy in the transition from school to university
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.48489/quadrante.31191 |
Resumo: | Many preservice mathematics teachers lose their motivation during their first year at university. This phenomenon has been repeatedly described in recent years but is not yet fully understood. Since motivation may relate to different objects such as mathematics or teaching, we aim to qualitatively reconstruct different facets of the central motivational constructs of Situated-Expectancy-Value theory (intrinsic value, attainment value, utility value, cost, and expectancy of success) for preservice mathematics teachers. The analysis of longitudinal group interviews of 14 preservice higher-secondary mathematic teachers from a German university revealed different objects of motivation (e.g., teaching mathematics, scientific mathematics, procedural mathematics, or proof-based mathematics) in preservice teachers' values and expectancy of success. Furthermore, relations between those values and expectancy of success were identified that played a significant role in preservice teachers’ motivational development over their first semester (e.g., relations of attainment value for scientific mathematics and psychological cost). Theoretical and practical implications towards a teaching-specific conceptualization of expectancy of success and values and value interventions are being discussed. |
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Preservice teachers’ mathematics-related values and expectancy in the transition from school to universityValores relacionados com a matemática e expectativas de sucesso dos futuros professores no seu primeiro ano de estudoArtigosMany preservice mathematics teachers lose their motivation during their first year at university. This phenomenon has been repeatedly described in recent years but is not yet fully understood. Since motivation may relate to different objects such as mathematics or teaching, we aim to qualitatively reconstruct different facets of the central motivational constructs of Situated-Expectancy-Value theory (intrinsic value, attainment value, utility value, cost, and expectancy of success) for preservice mathematics teachers. The analysis of longitudinal group interviews of 14 preservice higher-secondary mathematic teachers from a German university revealed different objects of motivation (e.g., teaching mathematics, scientific mathematics, procedural mathematics, or proof-based mathematics) in preservice teachers' values and expectancy of success. Furthermore, relations between those values and expectancy of success were identified that played a significant role in preservice teachers’ motivational development over their first semester (e.g., relations of attainment value for scientific mathematics and psychological cost). Theoretical and practical implications towards a teaching-specific conceptualization of expectancy of success and values and value interventions are being discussed.Muchos profesores de matemáticas en formación pierden la motivación durante su primer año en la universidad. Este fenómeno se ha descrito repetidamente en los últimos años, pero aún no se comprende del todo. Dado que la motivación puede estar relacionada con diferentes objetos, como las matemáticas o la enseñanza, nuestro objetivo es reconstruir cualitativamente las diferentes facetas de los constructos motivacionales centrales de la teoría del valor de la expectativa situada (valor intrínseco, valor de logro, valor de utilidad, coste y expectativa de éxito) para los profesores de matemáticas en formación. El análisis de las entrevistas grupales longitudinales de 14 profesores en formación reveló diferentes objetos de motivación (por ejemplo, la enseñanza de las matemáticas, las matemáticas científicas, las matemáticas procedimentales o las matemáticas basadas en pruebas) en los valores y expectativas de los estudiantes. Además, se identificaron relaciones entre dichos valores y expectativas que desempeñaron un papel significativo en el desarrollo motivacional de los estudiantes a lo largo de su primer semestre (por ejemplo, relaciones de valor de logro para las matemáticas científicas y coste psicológico). Se discuten las implicaciones teóricas y prácticas hacia una conceptualización específica de la enseñanza de la expectativa y los valores y las intervenciones en valores.De nombreux enseignants de mathématiques en formation perdent leur motivation au cours de leur première année à l'université. Ce phénomène a été décrit à plusieurs reprises ces dernières années, mais n'est pas encore totalement compris. Étant donné que la motivation peut être liée à différents objets tels que les mathématiques ou l'enseignement, nous visons à reconstruire qualitativement les différentes facettes des concepts motivationnels centraux de la théorie de la valeur de l'attente située (valeur intrinsèque, valeur d'accomplissement, valeur d'utilité, coût et attente de succès) pour les enseignants de mathématiques en formation. L'analyse des entretiens de groupe longitudinaux de 14 enseignants en formation initiale a révélé différents objets de motivation (par exemple, l'enseignement des mathématiques, les mathématiques scientifiques, les mathématiques procédurales ou les mathématiques basées sur la preuve) dans les valeurs et les attentes des étudiants. En outre, les relations entre ces valeurs et attentes ont été identifiées comme jouant un rôle significatif dans le développement motivationnel des étudiants au cours de leur premier semestre (par exemple, les relations entre la valeur d'accomplissement des mathématiques scientifiques et le coût psychologique). Les implications théoriques et pratiques d'une conceptualisation spécifique à l'enseignement des attentes et des valeurs et des interventions sur les valeurs sont discutées.Muitos futuros professores de matemática perdem a sua motivação durante o primeiro ano na universidade. Este fenómeno tem sido repetidamente descrito nos últimos anos, mas ainda não é totalmente compreendido. Uma vez que a motivação pode estar relacionada com diferentes objetos, como a matemática ou o ensino, o nosso objetivo é reconstruir qualitativamente diferentes facetas dos construtos motivacionais centrais da Teoria de Expectativa-Valor Situados (valor intrínseco, valor de realização, valor de utilidade, custo e expetativa de sucesso) para os futuros professores de matemática. A análise de entrevistas de grupo longitudinais a 14 futuros professores de matemática do ensino secundário de uma universidade alemã revelou diferentes objetos de motivação (por exemplo, o ensino da matemática, a matemática científica, a matemática processual ou a matemática baseada em provas) nos valores e expectativas de sucesso dos futuros professores. Além disso, foram identificadas relações entre esses valores e expectativas de sucesso que desempenharam um papel significativo no desenvolvimento motivacional dos futuros professores durante o primeiro semestre (por exemplo, relações entre o valor de realização da matemática científica e o custo psicológico). São discutidas as implicações teóricas e práticas para uma concetualização específica do ensino da expetativa de sucesso, dos valores e das intervenções sobre os valores.APM - Associação de Professores de Matemática2023-12-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.48489/quadrante.31191eng2183-28380872-3915Gildehaus, LaraLiebendörfer, MichaelSchukajlow, Stanislawinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-04T20:45:40Zoai:ojs.revistas.rcaap.pt:article/31191Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:30:08.442659Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Preservice teachers’ mathematics-related values and expectancy in the transition from school to university Valores relacionados com a matemática e expectativas de sucesso dos futuros professores no seu primeiro ano de estudo |
title |
Preservice teachers’ mathematics-related values and expectancy in the transition from school to university |
spellingShingle |
Preservice teachers’ mathematics-related values and expectancy in the transition from school to university Gildehaus, Lara Artigos |
title_short |
Preservice teachers’ mathematics-related values and expectancy in the transition from school to university |
title_full |
Preservice teachers’ mathematics-related values and expectancy in the transition from school to university |
title_fullStr |
Preservice teachers’ mathematics-related values and expectancy in the transition from school to university |
title_full_unstemmed |
Preservice teachers’ mathematics-related values and expectancy in the transition from school to university |
title_sort |
Preservice teachers’ mathematics-related values and expectancy in the transition from school to university |
author |
Gildehaus, Lara |
author_facet |
Gildehaus, Lara Liebendörfer, Michael Schukajlow, Stanislaw |
author_role |
author |
author2 |
Liebendörfer, Michael Schukajlow, Stanislaw |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Gildehaus, Lara Liebendörfer, Michael Schukajlow, Stanislaw |
dc.subject.por.fl_str_mv |
Artigos |
topic |
Artigos |
description |
Many preservice mathematics teachers lose their motivation during their first year at university. This phenomenon has been repeatedly described in recent years but is not yet fully understood. Since motivation may relate to different objects such as mathematics or teaching, we aim to qualitatively reconstruct different facets of the central motivational constructs of Situated-Expectancy-Value theory (intrinsic value, attainment value, utility value, cost, and expectancy of success) for preservice mathematics teachers. The analysis of longitudinal group interviews of 14 preservice higher-secondary mathematic teachers from a German university revealed different objects of motivation (e.g., teaching mathematics, scientific mathematics, procedural mathematics, or proof-based mathematics) in preservice teachers' values and expectancy of success. Furthermore, relations between those values and expectancy of success were identified that played a significant role in preservice teachers’ motivational development over their first semester (e.g., relations of attainment value for scientific mathematics and psychological cost). Theoretical and practical implications towards a teaching-specific conceptualization of expectancy of success and values and value interventions are being discussed. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-31 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.48489/quadrante.31191 |
url |
https://doi.org/10.48489/quadrante.31191 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2183-2838 0872-3915 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
APM - Associação de Professores de Matemática |
publisher.none.fl_str_mv |
APM - Associação de Professores de Matemática |
dc.source.none.fl_str_mv |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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