Pre-Service Teachers' Reflections on Beliefs and Attitudes After a Language-Based Mathematics Course
Abstract
The study examined how pre-service class teachers (PCTs) reflected on their beliefs about, and attitudes toward, mathematics teaching and learning after completing a university-level mathematics methods course grounded in thepedagogical approach of languaging. A convergent mixed-methods design was employed to analyze post-course reflections, including Likert-scale items, open-ended responses, and descriptions of what constitutes a “good mathematics teacher.” Most participants reported positive shifts, including greater confidence in teaching and recognition of students as individual problem solvers. However, less attention was given to using languaging for assessment and collaborative learning. These findings highlight the need for continued, program-wide support to help PCTs integrate languaging into their future teaching.
