Abstract: This paper explores the Mathematical Vitality (MV) of mathematics undergraduates who are being prepared to be teachers and compares the relative MV Test performance between student teachers who had completed a large proportion of their undergraduate mathematics courses and those who had just entered the degree programme. The results show that the senior students were not consistently strong in the various aspects of mathematical logic and techniques of proof although they were much stronger than the new students in overall performance on the MV Test.

Key words: Mathematics Vitality; Mathematics Teacher Education; Undergraduate Mathematics Students