This paper analyzes 52 preservice elementary education majors’ mathematical autobiographies. Participants wrote about their previous experiences with mathematics. Three themes emerged:
(1) My previous teachers have played a significant role in the formation of my mathematical identity.
(2) I want to help my future students understand, enjoy, and appreciate mathematics. And
(3) Mathematics has its ups and downs. Although directed to define mathematics, many participants did not do so. The remaining participants described mathematics as needed for everyday life, as problem solving, or as a study.
Janelle L. Wilson and Carmen M. Latterell, University of Minnesota Duluth, USA
Autobiographies, Mathematics, Preservice elementary teachers
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