An examination of pre-service mathematics teachers’ course-taking, beliefs, and preferred assessment practices

Wellberg, Sarah

doi:10.1007/s10857-024-09640-8

Cited by 10Mathematics Education and Teaching TechniquesEducation, Achievement, and GiftednessTeacher Education and Leadership Studies

An examination of pre-service mathematics teachers’ course-taking, beliefs, and preferred assessment practices

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Wellberg, Sarah·2025·Journal of Mathematics Teacher Education

DOI 10.1007/s10857-024-09640-8

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Abstract

This study uses structural equation modeling to investigate the relationships between pre-service teachers’ (PSTs’) course-taking history, beliefs about mathematics, beliefs about students’ mathematical ability, and opinions about (1) how student errors should be addressed when they occur and (2) how much emphasis should be given to various forms of assessment. The results indicate that some types of courses are strongly associated with beliefs about the nature of mathematics. Specifically, PSTs who have taken more mathematics courses are more likely to see mathematics as a set of rules. PSTs’ views about mathematics strongly predict their beliefs about who can do high-level mathematics, how they think student errors should be addressed, and which forms of assessment they think are most appropriate. Implications for teacher preparation programs are discussed.

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Studies on preservice teachers' beliefs, assessment preferences, and formative assessment in mathematics education suggest that conventional grading practices often fail to capture subtle but meaningful differences in learning and professional growth.
“Studies on preservice teachers' beliefs, assessment preferences, and formative assessment in mathematics education suggest that conventional grading practices often fail to capture subtle but meaningful differences in learning and professional growth”
From Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education (2026) · cites this paper as Wellberg, 2024

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Pre-service mathematics teachers’ beliefs: a quantitative study to investigate the complex relationships in their beliefs
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Authors: Wellberg, S.
Affiliations: University of Virginia (US)
Corresponding author: Wellberg, Sarah
ORCID: Wellberg, Sarah
Venue: Journal of Mathematics Teacher Education
Publisher: Springer Science and Business Media LLC
Published: 2024-06-18
Volume: 28
Issue: 7
Pages: 1567-1606
ISSN: 1386-4416 (ISSN-L)
1573-1820
DOI: 10.1007/s10857-024-09640-8
OpenAlex: W4399786236
Cited by: 10
References: 149
Citations by year: 2026: 5 · 2025: 5
FWCI: 12.64
Type: journal article
Language: en
Open access: hybrid
doi.org
Licence: cc-by
creativecommons.org/licenses/by/4.0 (tdm)
creativecommons.org/licenses/by/4.0 (vor)
Locations: Journal of Mathematics Teacher Education (publishedVersion, cc-by)
Topics: Social Sciences › Education › Mathematics Education and Teaching Techniques
Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Education › Teacher Education and Leadership Studies
Keywords: pre-service mathematics teachers, mathematics beliefs, student errors, assessment practices, teacher education curriculum, nature of mathematics, mathematics teacher education

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An examination of pre-service mathematics teachers’ course-taking, beliefs, and preferred assessment practices

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