Student Primary Teachers' Perceptions of Mathematics: A Phenomenographic Study.

This study is situated at a time of political and educational change, whereby a need for improvement in the provision of mathematics education in British primary schools is identified. Undertaken from a phenomenographic perspective, it focuses on mathematical perceptions of student primary teachers (SPTs) as they embark upon Initial Teacher Training (ITT), and considers the potential influence of mathematical perceptions upon their ITT learning and future teaching. Research suggests negative perceptions of mathematics amongst adults, Higher Education students, teachers and student teachers, but the range of variation of mathematical perceptions of SPTs at the outset of ITT has not been previously examined. A phenomenographic study, conducted with thirty-seven SPTs due to begin ITT, led to the development of four qualitatively different ways in which SPTs perceive mathematics. The hierarchical variation is examined in relation to pedagogical associations via a conceptual framework based on a non-dualist perspective of mathematics being constituted of a learner's relational understanding through experience. Potential implications for SPTs' development within ITT are explored and recommendations made regarding how these might be addressed. Whilst ITT provision is an obvious factor in students' development, this research is based on a premise of learners taking responsibility for their own development, especially with regard to intangible and often unconsciously held perceptions. The study offers insight into the range of perceptions SPTs may hold and its association with pedagogy, in order to both raise awareness and to provide a framework for reflection in SPTs' formation of personal philosophy of mathematics upon which to plan learning goals for ITT and associated aspirations for their practice as primary mathematics teachers