Undergraduates’ conceptions of mathematics teaching and learning: an empirical study

Abstract Previous research in mathematics education has explored teachers’ conceptions of and its teaching learning, how their instructional tendencies (e.g., “traditional”, “technological”, “spontaneous” “investigative”) relate to these conceptions. However, empirical evidence on this topic from large samples pre-service teachers is limited. This study adapts validates an instrument originally designed for in-service analyse the learning. was done a sample undergraduate students several different degree programmes (primary education, mathematics, itinerary psychology) Spanish university. Existing theory about learning that developed context then re-examined individuals (all potential future teachers) without experience. Results show items can be separated into four factors focussed investigative stances, role textbooks, lesson planning. Individual participants are not characterised by single tendencies; rather, they described terms combinations tendencies, grouped clusters. In line with previous literature teachers, results suggest best captured rigid, sharply delineated profiles. Rather, configure own characteristics prototypical tendencies.