Exploring the Impact of Reform Mathematics on Entry-Level Pre-service Primary Teachers Attitudes Towards Mathematics

Leavy, Aisling; Hourigan, Máiréad; Carroll, Claire

doi:10.1007/s10763-015-9699-1

Cited by 20 publications

(14 citation statements)

References 40 publications

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“…conceptions, beliefs, attitudes) play for the practice of teaching (e.g. Einarsdottir, 2003;Greenes, 2004;Leavy, Hourigan & Carroll, 2017;Lee & Ginsburg, 2007;Spodek, 1987). It is through teachers' affective facets classroom practice will be planned and executed (van Oers, 2002;Philipp, 2007;Stipek & Byler, 1997).…”

Section: Introductionmentioning

confidence: 99%

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: Introductionmentioning

confidence: 99%

Preschool Educators’ Emotional Directions Towards Mathematics

Sumpter

2019

Int J of Sci and Math Educ

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“…In the context of pre-service teachers, authors noticed that some students of the bachelor's degree in primary education present low levels of mathematics teaching efficacy beliefs and a negative attitude towards mathematics (Boaler, 1997;Bursal, 2010). Literature research supports the importance of enhancing the pre-service teachers' mathematics teaching efficacy beliefs (e.g., Bursal, 2010;Moody & DuCloux, 20015;Yang et al, 2020) and their attitude towards mathematics (e.g., Hourigan & Leavy, 2019;Michaluk et al, 2018), and how these factors influence to the mathematics academic achievement (e.g., Charalambous et al, 2009;Leavy et al, 2017;Ma & Kishor, 1997). As pointed out in Hannula (2012), it is still important and interesting to investigate the impact of variables concerning teachers' mathematics related effect on other affective or cognitive variables such as academic achievement.…”

Section: Introductionmentioning

confidence: 92%

“…Several researchers suggest that the pre-service teachers should have a positive attitude towards mathematics, because it influences their mathematics academic achievement (e.g., Hemmings, 2010). Moreover, they can have a positive effect on the learning of their students in the future (Cakiroglu & Isiksal, 2009;Leavy et al, 2017). However, results of previous studies show that teachers of all levels of education often have negative attitudes towards mathematics (e.g., Boaler, 1997;Michaluk et al, 2018).…”

Section: Attitude Towards Mathematicsmentioning

confidence: 99%

Mathematics Teaching Efficacy Belief and Attitude of Pre-service Teachers and Academic Achievement

Segarra

Julià

2021

EUR J SCI MATH ED

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Given the importance of the beliefs and attitudes of the pre-service teachers, this research aims at studying the relation between mathematics teaching efficacy beliefs of pre-service teachers, their attitude towards mathematics and their mathematics academic achievement. Specifically, this work considers both factors together and studies their correlation with mathematics academic achievement. The Mathematics Teaching Efficacy Belief Instrument (MTEBI) is used to measure the teachers' efficacy beliefs of pre-service teachers. Besides, the Attitude towards Mathematics Scale (AMS) is used to rate students' attitude towards mathematics. Participants are 57 pre-service teachers of the third year of the primary education degree. Students of third years of the bachelor's degree were invited to answer the MTEBI and AMS. Obtained results reaffirm that both teachers' efficacy beliefs and attitude towards mathematics are key factors for preservice teacher's mathematics academic achievement. Moreover, the two factors correlate moderately with one another. Furthermore, results manifest that Personal Mathematics Teaching Efficacy (PMTE) is the most determining subscale for academic achievement. It is evidenced the importance of strengthening both the pre-service teachers' efficacy beliefs and the attitude towards mathematics.

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“…While students’ attitudes towards science courses have been determined to be crucial in science education, teachers’ attitudes and beliefs, as well as the family context, play an important role too (Tosun & Senocak, 2013; Jackson et al ., 2017; Leavy et al ., 2017; Hu et al ., 2018; Hourigan & Leavy, 2019). Many of the articles published only analyse elementary school, middle school or high school environments without looking at values in general.…”

Section: Introductionmentioning

confidence: 99%

Teaching sciences and mathematics – A challenge for higher education institutions: A systematic review

Vedrenne-Gutiérrez

Altamirano-Bustamante

Monroy-Fraustro

et al. 2021

Review of Education

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The current job market requires scientifically literate human resources. At a time in which scientific reasoning should be part of the higher education curriculum, the general population is pulling away from it. This review aims to identify how students’ and teachers’ attitudes and values influence academic performance in science courses. PICO and the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) approaches were used to explore four databases and 6488 articles were retrieved. Articles had to be relevant to the research question and published within the last 10 years. Articles without an identifiable author or articles unrelated to the research question were excluded. Following three rounds of quality screening, 10 articles were finally selected for analysis. Study designs and quality varied across the selected articles. Self‐efficacy, having mastery goals, perceiving the course as valuable, and having a student identity were consistently associated with good learning outcomes. Cooperation was found to increase task value and autonomy when taking science courses; conversely, a performance approach and a consumer identity were negatively correlated with good learning outcomes. In the past 10 years, there was paucity in research studying the role of teacher attitudes towards science courses on learning outcomes. This article proposes a hypothetical model that describes how attitudes and values may lead to mastery and a good academic performance in undergraduate science courses. With this model, we seek to enhance and strengthen the nature and scope of science education in universities.

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Exploring the Impact of Reform Mathematics on Entry-Level Pre-service Primary Teachers Attitudes Towards Mathematics

Cited by 20 publications

References 40 publications

Preschool Educators’ Emotional Directions Towards Mathematics

Preschool Educators’ Emotional Directions Towards Mathematics

Mathematics Teaching Efficacy Belief and Attitude of Pre-service Teachers and Academic Achievement

Teaching sciences and mathematics – A challenge for higher education institutions: A systematic review

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