Graduation Term
Spring 2025
Degree Name
Doctor of Philosophy (PhD)
Department
Department of Mathematics: Mathematics Education
Committee Chair
Amanda Cullen
Committee Member
Fran Arbaugh
Committee Member
Neet Priya Bajwa
Committee Member
Cynthia Langrall
Committee Member
Jennifer Tobias
Abstract
In this dissertation study, I sought to understand how elementary preservice teachers (EPTs) envisioned mathematics instruction at the beginning of their university program and what factors they identified as contributing to those visions. I conducted semi-structured interviews with 32 EPTs who had recently finished their first mathematics content course in their university program. I then connected theories of teacher care to characterize their visions of mathematical instruction.
Through my data analysis, I identified five themes that represented components of the EPTs’ beginning visions of mathematics instruction: Driver of the Math Task, Focus of the Math Task, Student Sharing, Classroom Environment, and Considering Student Needs. I also identified seven unique visions of mathematical instruction that existed among EPTs near the beginning of their program, which varied in both the ways they described the observable behaviors of the teacher and the internal motivations they described behind those behaviors. Specifically, EPTs’ visions reflected different kinds of care—one vision was motivated by Content Care, one vision was motivated by Student Care, and five visions were motivated by Academic Care (three of which priortized Student Care). I found that EPTs cited their experience in their content course, as well as both positive and negative prior learning experiences, as factors that contributed to their vision of mathematics instruction. These findings suggest that care can be used as an asset-based lens on student perspectives (or feelings, needs, conceptual understanding, etc.) to consider ways to move EPTs toward a vision of high-quality mathematics instruction.
Access Type
Thesis-Open Access
Recommended Citation
Erwin, Alicia Marie, "A Care-Focused Characterization of Beginning Elementary Preservice Teachers’ Visions of Mathematics Instruction" (2025). Theses and Dissertations. 2137.
https://ir.library.illinoisstate.edu/etd/2137
