Mathematical worldviews and preferences for learning styles of student teachers

Abstract

This paper presents the results of a study conducted with 188 student teachers who were surveyed using questionnaires to assess their mathematical worldviews and learning style preferences. Linear models are used to examine group differences and connections between worldviews and learning styles. Contrary to expectations, dynamically oriented worldviews (process-related, reality-oriented) are not consistently linked to constructivist learning preferences, and static worldviews (schematic, formalistic and Platonic views) are not always linked to transmissive learning preferences. A cluster analysis can explain these discrepancies. Three clusters of similar size are found, some of which unexpectedly combine world views and learning styles: 1) Discovery Learners in the Realm of Pure Mathematics, 2) Mixed Discovery-Transmissive Learners with Real-World Orientation, and 3) Pure Transmissive Learners. The discovery of these clusters offers a broader approach to the learning preferences and the mathematical worldviews of student teachers than the scales and their assessment alone can provide. It can offer the basis for longitudinal studies to examine transitions between these clusters, especially since the cross-sectional study at hand indicates that cluster type 3 occurs in higher semesters and cluster type 2 in lower ones, which argues against an increase in constructivist beliefs on learning preferences during the study courses.