Analyzing Prospective Teachers' Motivating Desires During Mathematical Problem Solving

Earlier research with younger students finds considerable diversity in the in-the-moment motivating desires that occur during mathematical problem solving. These motivating desires evoke differing patterns of engagement. The present study uses survey, individual interview, and focus group techniques to explore prospective K-6 teachers' motivating desires as they work in groups to solve mathematical problems in university methods courses. We identify and discuss some potentially important motivating desires not previously described.