‘Come in with an open mind’: changing attitudes towards mathematics in primary teacher education

Hourigan, Máiréad; Leavy, Aisling; Carroll, Claire

doi:10.1080/00131881.2016.1200340

Cited by 19 publications

(17 citation statements)

References 59 publications

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“…However, when participating in an in-service training, Australian preschool educators expressed more confidence in communicating mathematics with increased knowledge in mathematics and mathematics education (Perry & MacDonald, 2015). Similar results were found in a study of how teacher perceive their own attitudes after participating in a mathematics education programme and where the participants were more positive towards mathematics after education (Hourigan, Leavy & Carroll, 2016). Increased knowledge appears to affect the individual's emotional direction towards a more positive one.…”

Section: Introductionsupporting

confidence: 64%

Preschool Educators’ Emotional Directions Towards Mathematics

Sumpter

2019

Int J of Sci and Math Educ

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This paper investigates Swedish preschool educators' emotional directions towards mathematics. A questionnaire was answered by 157 preschool educators and their responses were analysed using both quantitative and qualitative methods. The majority of preschool educators stated that they are positive towards mathematics. Regarding the hypotheses that education or years of experience have a positive impact on how you feel about a subject, the statistical analysis did not confirm these hypotheses. However, the results from the qualitative analysis suggest that some preschool educators change their feelings towards mathematics with time, experience, more education and/or new setting such as a new curriculum. They expressed a dynamic view where they previously have been more negative towards mathematics but now are much more positive. Some implications are that compared with the reputation, preschool educators express more positive feelings, and that targeted education is a contributing factor.

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Section: Introductionsupporting

confidence: 64%

Preschool Educators’ Emotional Directions Towards Mathematics

Sumpter

2019

Int J of Sci and Math Educ

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“…In line with Hourigan, Leavy, and Carroll's (2016) view that there is no single instrument that can guarantee the complete truth, a parallel convergent mixed research approach was adopted in our research. We combined qualitative and quantitative methods to achieve a comprehensive view of the problem at hand.…”

Section: Methodology Research Designmentioning

confidence: 99%

“…The grades were converted into 7 point scale ranges from 0 (F), 1 (E) to 7 (A). Given the inability of Likert scale items to explain reasons for the formation of and changes in attitudes (Hourigan et al, 2016), open-ended questions were considered. These questions gathered qualitative data regarding emotions, liking, disliking, and the reasons behind the liking or disliking of mathematics as well as identifying factors that affected students' learning of mathematics.…”

Section: Cognition Perceived Usefulnessmentioning

confidence: 99%

Investigating Students’ Attitude towards Learning Mathematics

Mazana

Montero

Casmir

2018

Int Elect J Math Ed

188

140

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Students' learning of and performance in mathematics is affected by a number of factors, including students' attitude towards the subject, teachers instructional practices, and school environment. This study was conducted to investigate students' attitudes towards learning mathematics in Tanzania. It also sought to ascertain reasons for the liking or disliking mathematics and the relationship between attitude and performance. We employed the ABC Model and the Walberg's Theory of Productivity to investigate students' attitudes towards mathematics and associated factors. The quantitative and qualitative data were collected from 419 primary school students, 318 secondary school students, and 132 College students from 17 schools and 6 colleges in mainland Tanzania using a survey. The collected data were analysed using percentages, means, standard deviations, ANOVA, correlation, regression and thematic analysis. The results show that initially students exhibit a positive attitude towards mathematics, but their attitude becomes less positive as the students move forward to higher levels of education. A significant positive weak correlation between students' attitude and performance was established. Mathematics' enjoyment and attitude significantly predicted students' performance in our data. The factors influencing the students' liking or disliking of mathematics constituted student's aptitude attribute, instructional and social psychological environmental factors. Furthermore, the results show that failure in examinations is attributed to teacher didactic strategies, institutional resources, poor learning and examination strategies, and failure to understand instructions. The results provide insights for future research and inciting changes in teaching-learning practices that would promote mathematics enjoyment and subsequent better performance in the subject.

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“…As many researchers have already shown, teachers" attitudes are also malleable (e.g. Hourigan et al 2016;Van Aalderen-Smeets -Van Der Molen 2015) and therefore initial and in-training teacher education should focus on finding ways to improve teachers" academic optimism. The fact that classroom experiences are as important as theoretical knowledge for achieving higher self-efficacy (Giallo -Little 2003) could also be inspiring.…”

Section: Discussionmentioning

confidence: 99%

Academic Optimism and Non-Cognitive Outcomes in Czech Lower Secondary Schools

Simonová

Straková²,

Greger³

2019

sociologia

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Academic Optimism and Non-Cognitive Outcomes in Czech Lower SecondarySchools. Educational effectiveness research shows that teacher beliefs influence how teachers interact with students and thus affect not only the quality of their instruction but also students' learning outcomes. A teacher's interpersonal relationship styles, supportiveness, and mindset with regard to all students' abilities to succeed were found to be predictive not only of students' academic achievement, but also of non-cognitive outcomes such as engagement in school, learning motivation, or positive social development. The purpose of this paper is to explore the relationship between three non-cognitive outcomes of Czech lower secondary students in grade 9, perseverance, self-efficacy, and educational aspirations, and the attitudes of their teachers that are operationalized as academic optimism. The data set used for the analysis presented in this paper contained data from 4798 grade 9 students and 1469 teachers from 124 basic schools and 39 grammar schools that was collected in the Czech Longitudinal Study in Education in 2016. Two-level structural equation modelling is used to test the hypothesis that students' non-cognitive outcomes are related to the academic optimism of their teachers. Academic optimism was directly related to both students' self-efficacy and class composition according to socio-economic status. These are very important findings with respect to tracking practices in the Czech education system since they exhibit not only early tracking but also a strong differentiation within individual tracks according to socio-economic status.

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‘Come in with an open mind’: changing attitudes towards mathematics in primary teacher education

Cited by 19 publications

References 59 publications

Preschool Educators’ Emotional Directions Towards Mathematics

Preschool Educators’ Emotional Directions Towards Mathematics

Investigating Students’ Attitude towards Learning Mathematics

Academic Optimism and Non-Cognitive Outcomes in Czech Lower Secondary Schools

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