Relationships with mathematics

Growing primary teachers

Abstract

Primary preservice teachers (PSTs) often begin their education programmes with fragile relationships with mathematics, which strongly influence their relationships with mathematics teaching and future classroom practice. Making these relationships – encompassing beliefs, knowledge, self-perceptions of capability, macro-feelings, and habits of engagement – visible to PSTs and teacher educators is valuable, yet conventional assessments and survey tools rarely capture them. This study trialed four reflective tools with 147 primary PSTs: drawings of mathematicians, metaphors, personal journey graphs, and problem-solving reflections. The tools enabled their relationships with mathematics and mathematics teaching to become visible. These relationships were found to be dynamic and shaped by their prior experiences. Persistent challenges were apparent, including stereotypes and fragile self-perceptions, alongside aspirations for inclusive and engaging teaching. By offering richer insights than conventional measures, the study demonstrates the potential of reflective tools to support confidence, resilience, and professional growth in PSTs, while informing teacher educators’ practice.