Patterns of Risk Seeking and Aversion Among Pre-Service Teachers: Mathematical Decisions, Preference, Efficacy, and Participation

Abstract

A constructivist approach to education demands that students engage in problems that elicit disequilibrium. In disequilibrium, it is believed, students will seek out meaningful new ways to integrate content-related information. It is also believed that willingness to engage disequilibrium is necessary for both students and teachers if constructivist approaches are to work effectively in the classroom. Using a risk-eliciting investment game, a survey of preferences, and a data-blind evaluation of participation in class discussion, we investigated the hypothesis that there are risk-seeking and risk-averse preservice teachers and that this risk is conserved across activities. We found that there are strong correlations between risky behavior, risk preference, and willingness to engage in constructivist activities, both in class discussions and open-ended problems in general in science or mathematics. Approximately 65% of pre-service teachers only engaged in discussions when directly asked a question and these teachers also strongly preferred non-constructivist mathematics and engaged in ‘safe’ behavior in the investment game. Risk-seeking students in the game were more likely to engage in discussion and preferred open-ended and confusing activities. Gender was not associated with student’s risk preference except males were more prone to seek open-ended science activities. In general, the results strongly suggest that risky behavior is associated with constructivisttype activities and that there are general metrics for risk that carry over across activities. “There came a time when the risk to remain tight in the bud was more painful than the risk it took to blossom.” Anais Nin “Fear makes the wolf bigger than he is.” German Proverb

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