Confrontation and Reconstruction of Beliefs and Attitudes towards Mathematics

Abstract

The problems of pre-service elementary teachers’ (PSTs) lack of mathematics content knowledge and pedagogy are filled with complexity. Understanding this complexity and providing PSTs opportunities to experience meaningful mathematics learning may be a step towards PSTs mathematical empowerment. This mixed-method study investigates PSTs’ prior mathematics learning experiences, beliefs and attitudes towards mathematics, and how these beliefs and attitudes are confronted and transformed during a semester-long methods course in mathematics. Data sources include survey questionnaires, PSTs’ verbal and written responses to various classroom assignments and activities, classroom observations, and instructor’s field notes. The findings of the study suggest that the PSTs’ prior learning experiences vary across grade levels and are related to their self-reported beliefs and attitudes towards mathematics teaching and learning to a minimal extent. With a constructivist environment promoting critical reflections and classroom discussions, the methods course provides the PSTs opportunities to question their prior experiences and examine their beliefs and attitudes. However, this transformative experience of the PSTs is a complex process which requires an ongoing professional development and support. Engaging PSTs in action research in their own classrooms is a step towards mass access and equity in mathematics teaching and learning and transforming culture of mathematics teaching and learning in public schools. https://doi.org/10.26803/ijlter.18.11.19