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Pre-service teachers’ views about their mathematics teacher education modules

Faaiz Gierdien
Pythagoras | Vol 33, No 1 | a134 | DOI: | © 2012 Faaiz Gierdien | This work is licensed under CC Attribution 4.0
Submitted: 25 October 2011 | Published: 07 August 2012

About the author(s)

Faaiz Gierdien, Stellenbosch University, South Africa


This article reports on the views of intermediate and senior phase pre-service teachers (PSTs) enrolled in mathematics education modules that attempt to teach both content and pedagogy. The PSTs are students in a four-year Bachelor of Education (BEd) model located in a faculty of education. Findings were analysed by means of an analytic framework that takes into account the university–school divide. Findings indicate that the PSTs position themselves in different ways with regard to their preparation for school mathematics teaching. Implications are considered, especially the PSTs’ affective views such as their anxiety and apprehension related to the discursive differences between the content in the university modules and school mathematics.


Mathematics Teacher Education; teacher education


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