ABSTRACT This study examined how participating in an elementary mathematics methods course influenced preservice teachers' developing mathematical identities, both as learners and as future mathematics educators. Specifically, the researchers sought to understand how the course structure, which emphasized discourse, hands‐on experiences, and practicum‐based learning, shaped preservice teachers' confidence, beliefs, and instructional perspectives. In addition, the researchers aimed to identify which instructional components preservice teachers perceived as most effective in supporting the development of their pedagogical confidence and identity as mathematics teachers.
Cheek et al. (Thu,) studied this question.