Transfer of Practices and Conceptions of Teaching and Learning Mathematics

This article reveals the findings of a 3-year, qualitative study that began by identifying the pedagogical practices and conceptions of teaching and learning espoused or modeled within a reputable teacher-preparation program. The study examined the transfer of these practices and conceptions into in-service settings. Findings indicated that preservice practices and conceptions carry over into in-service settings; 71% of observed in-service practices were identified as being aligned with those advocated or demonstrated within the preservice program.