Preservice secondary school mathematics teacher education must incorporate large amounts of material within a limited timeframe, of mathematics curricula, best teaching practices, professional learning strategies, and more. Mathematics education instructors using a mixed instruction course incorporating an initial phase of transmission and transactional teaching practices followed by a phase of problem-based learning instruction was investigated as a professional learning model for preservice teachers. This was a sequential four-phase mixed methods study. Over the phases, data was gathered via a questionnaire administered to forty-seven secondary school mathematics preservice teachers. Significant and important changes in preservice teacher beliefs and orientations were observed.

职前中学数学教师教育必须在有限的时间内结合大量课程，数学课程，最佳教学实践，专业学习策略等内容。研究了使用混合教学课程的数学教育教学人员，该课程结合了传播和交易教学实践的初始阶段，然后是基于问题的学习教学阶段，以此作为职前教师的专业学习模型。这是一个连续的四阶段混合方法研究。在这些阶段中，通过对47名中学数学职前教师进行问卷调查收集了数据。观察到职前教师的信念和方向发生了重要而重要的变化。