**Pre-service teachers' enthusiasm for school and university mathematics.** / Sommerhoff, Daniel; Heinze, Aiso.

Research output: Chapter in anthology/conference proceeding › Conference contribution (Article) › Research › peer-review

Sommerhoff, D & Heinze, A 2021, Pre-service teachers' enthusiasm for school and university mathematics. in M Inprasitha, N Changsri & N Boonsena (eds), *Proceedings of the 44nd Conference of the International Group for the Psychology of Mathematics Education.* vol. 4, PME, pp. 74-83, 44nd Conference of the International Group for the Psychology of Mathematics Education, Khon Kaen, Thailand, 19.07.21.

Sommerhoff, D., & Heinze, A. (2021). Pre-service teachers' enthusiasm for school and university mathematics. In M. Inprasitha, N. Changsri, & N. Boonsena (Eds.), *Proceedings of the 44nd Conference of the International Group for the Psychology of Mathematics Education *(Vol. 4, pp. 74-83). PME.

Sommerhoff D, Heinze A. Pre-service teachers' enthusiasm for school and university mathematics. In Inprasitha M, Changsri N, Boonsena N, editors, Proceedings of the 44nd Conference of the International Group for the Psychology of Mathematics Education. Vol. 4. PME. 2021. p. 74-83

@inbook{70598548912748499b12facdb99b2436,

title = "Pre-service teachers' enthusiasm for school and university mathematics",

abstract = "Teachers{\textquoteright} enthusiasm for teaching mathematics has shown positive effects on affective student characteristics and achievement, yet effects of enthusiasm for mathematics were at most mixed. However, research has so far focused mostly on enthusiasm for mathematics in general, likely obscuring effects of more nuanced facets of mathematics-related enthusiasm. Based on person-object theories, teachers{\textquoteright} enthusiasm can be expected to vary between mathematical contexts (school vs. university), subjects (e.g., calculus, algebra, probability, geometry) and may change over time. To generate evidence for these differences and confirm the person-object theory for enthusiasm, N = 232 pre-service teachers were surveyed. Results revealed significant differences between contexts and subjects as well as significant changes during university studies. ",

author = "Daniel Sommerhoff and Aiso Heinze",

year = "2021",

month = jul,

language = "English",

volume = "4",

pages = "74--83",

editor = "Inprasitha, {Maitree } and Changsri, {Narumon } and Boonsena, {Nisakorn }",

booktitle = "Proceedings of the 44nd Conference of the International Group for the Psychology of Mathematics Education",

publisher = "PME",

note = "null ; Conference date: 19-07-2021 Through 22-07-2021",

url = "https://pme44.kku.ac.th/home/",

}

TY - CHAP

T1 - Pre-service teachers' enthusiasm for school and university mathematics

AU - Sommerhoff, Daniel

AU - Heinze, Aiso

PY - 2021/7

Y1 - 2021/7

N2 - Teachers’ enthusiasm for teaching mathematics has shown positive effects on affective student characteristics and achievement, yet effects of enthusiasm for mathematics were at most mixed. However, research has so far focused mostly on enthusiasm for mathematics in general, likely obscuring effects of more nuanced facets of mathematics-related enthusiasm. Based on person-object theories, teachers’ enthusiasm can be expected to vary between mathematical contexts (school vs. university), subjects (e.g., calculus, algebra, probability, geometry) and may change over time. To generate evidence for these differences and confirm the person-object theory for enthusiasm, N = 232 pre-service teachers were surveyed. Results revealed significant differences between contexts and subjects as well as significant changes during university studies.

AB - Teachers’ enthusiasm for teaching mathematics has shown positive effects on affective student characteristics and achievement, yet effects of enthusiasm for mathematics were at most mixed. However, research has so far focused mostly on enthusiasm for mathematics in general, likely obscuring effects of more nuanced facets of mathematics-related enthusiasm. Based on person-object theories, teachers’ enthusiasm can be expected to vary between mathematical contexts (school vs. university), subjects (e.g., calculus, algebra, probability, geometry) and may change over time. To generate evidence for these differences and confirm the person-object theory for enthusiasm, N = 232 pre-service teachers were surveyed. Results revealed significant differences between contexts and subjects as well as significant changes during university studies.

M3 - Conference contribution (Article)

VL - 4

SP - 74

EP - 83

BT - Proceedings of the 44nd Conference of the International Group for the Psychology of Mathematics Education

A2 - Inprasitha, Maitree

A2 - Changsri, Narumon

A2 - Boonsena, Nisakorn

PB - PME

Y2 - 19 July 2021 through 22 July 2021

ER -

ID: 1666582