Mathematics Student Teachers’ Conception of Learning Mathematics

This qualitative case study explored early conceptions of mathematics learning among 36 third-year mathematics student teachers. Data were collected via open-ended questionnaires and follow-up interviews, then analyzed through a constructivist lens. The findings revealed that the student teachers predominantly viewed mathematics learning as: (a)Passive reception of information rather than self-directed knowledge construction and (b) memorization of facts/procedures over reasoning and making sense of mathematical ideas or relational understanding. Without explicit intervention, these conceptions risk perpetuating transmission-based teaching models that undermines the development of mathematical reasoning. The study provides mathematics teacher educators with critical insights for redesigning mathematics teacher education strategies and practices which would contribute to reshaping unproductive conceptions of learning mathematics that may exist.