Pre-service teachers' experiences and the influences on their intentions for teaching primary school mathematics

In this article results from an examination of beliefs about teaching and learning primary mathematics are reported. Commencing and graduating pre-service teachers completed written surveys and interviews. Common to many pre-service teachers were memories of mathematics lessons with teacher demonstrations, completing set exercises, using mathematical equipment, and playing competitive number-based games. Various factors influenced their beliefs including: having theory linked to practical examples, reflecting on more recent experience of teaching and learning contexts, and listening to experiences shared by friends and family members who teach.