International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Graph Theory in Teacher Education: Investigating Student Teachers’ Motivation and Intention to Use Graph Theory in Lesson Planning

Meeri-Liisa Beste, Boris Girnat, Henning Sievert

University of Hildesheim

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 179–186ISSN 2790-36482026Scopus conference code 336559
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Abstract

Graph theory is considered to have great educational and motivational potential for school teaching. However, so far, it has only been used peripherally in this context. This study investigates the impact of a graph theory lecture on student teachers’ motivation and their intention to integrate this topic in future teaching. We examined 42 student teachers, divided into a group that attended a graph theory lecture and a control group. While no significant differences were found in motivation, attendees of the graph theory lecture showed a higher tendency to use graph-theoretical ideas in future teaching. Regression analyses show that students’ intentions to use graph-theoretical ideas in future teaching are associated with graph theory lecture attendance, intrinsic motivation, and secondary school specialisation.

Keywords

graph theorymotivationteacher education

Recommended citation

Beste, M., Girnat, B., & Sievert, H. (2026). Graph Theory in Teacher Education: Investigating Student Teachers’ Motivation and Intention to Use Graph Theory in Lesson Planning. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 179–186). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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