Mathematics Perceptions of Pre-service Elementary School Teachers

Abstract

The purpose of this study is to explore what mathematics perceptions are held by pre-service teachers. Sixty-eight pre-service elementary school teachers enrolled in a mathematics content course for elementary school teachers completed Mathematics Perceptions Survey (MPS) to measure their mathematics perceptions. All items were presented in the form of a 7-point rating scale. The questionnaire contained questions related to pre-service teachers’ perceptions of what mathematics is and how to do well in it, what mathematics solutions should be, how mathematics problems can be solved, how mathematics should be taught, and how mathematics is learned, mathematics genius to do mathematics, the nature of school mathematics, and student motivation. Findings indicated that the beliefs pre-service elementary school teachers reflected in the instrument items were in line with the current reform movements in mathematics education. The pre-service elementary school teachers generally indicated positive beliefs to the questionnaire items about mathematics. For instance, they gave importance to appreciate developing different ways of solutions to the same problem, why a solution to a mathematics problem works, think in mathematics can be creative and discover things by themselves, and apply mathematics knowledge and skills to real life. However, the results revealed that the pre-service elementary school teachers held several moderate and negative beliefs. The data indicate that pre-service elementary school teachers’ definition of mathematics reflects more of a subject that is all about symbols, numbers, equations, formulas, and procedures that are to be memorized. The results also indicated that pre-service elementary school teachers do not agree that the subject matter is interesting, and that learning the discipline will help them think clearly. Motivation is among the most powerful determinants of students’ success or failure in school. These results suggest that mathematics educators need to develop pre-service teachers’ motivation towards mathematics; help pre-service teachers understand and value the need for perseverance in solving mathematics problems; and help students realize the connections between the mathematics they learn in school and the mathematics-related fields that might interest them.