THE DEVELOPMENT OF MATHEMATICS INSTRUCTIONAL VISIONS: AN EXAMINATION OF ELEMENTARY PRESERVICE TEACHERS.

The purpose of this study was to examine the development of preservice elementary teachers' visions of high-quality mathematics instruction as they progress through their teacher preparation program. Four case study participants were purposefully selected based upon whether their experiences with school mathematics as a child were predominantly positive or negative. Interviews were conducted at three time points, and the resulting data were analyzed for similarities and differences across participants. Findings indicated similar vision trajectories for those with the same type (positive or negative) past experiences in mathematics. Implications for elementary teacher preparation programs are discussed. [ABSTRACT FROM AUTHOR]