Preservice Teachers of High School Mathematics: Success, Failure, and Persistence in the Face of Mathematical Challenges

The goal of this study was to identify variables related to success and resilience in an undergraduate, high school mathematics teacher education program. Over a five‐year period, we tracked the academic performance and achievement motivation goals of multiple cohorts of students. Students who successfully completed their degrees had higher grade point average (GPAs) upon entering the program, earned higher grades in their first college mathematics course, and failed fewer courses than students who left the program or university. Learning and performance motivational goals did not predict success in the program. Performance goals decreased over time. Nearly half the successful students repeated one or more mathematics courses. Ten students completed their degrees, obtained a teaching license, and are teaching despite the need for multiple repetitions of the same mathematics courses. These persistent students did not differ from their peers in motivational goals. Our results suggest that although students with higher GPAs and initial mathematics grades were more likely to complete the program, students who experienced challenges in mathematics courses were able to succeed. We discuss the implications of these results for recruiting, advising, and retention of students in mathematics education programs.