Abstract
Studying mathematics comprises acquiring a positive disposition toward mathematics and seeing mathematics as an effective way of looking at real-life situations. This study aimed to correlate the disposition to Mathematics of prospective Filipino teachers to some teacher-related variables. The participants were the prospective Filipino teachers at the University of Northern Philippines (UNP) and at the Divine Word College of Vigan (DWCV). Two sets of instruments were utilized in the study – the self-report questionnaire and the Mathematics Dispositional Functioning Inventory developed by Beyers [1]. Frequency and percentage, weighted mean, and chi-square were utilized for data analysis. Results show that the overall disposition to mathematics of the participants is
Highlights
Learning mathematics encompasses concepts, techniques, and applications in real-life situations
Most of the participants are enrolled in Bachelor of Elementary Education (BEEd), chose Content courses as their field of specialization
Disposition to mathematics enables students to persevere in more challenging problems, take some responsibility for their learning, and develop good work habits in doing Mathematics. (Glenda Lappan, NCTM [11])
Summary
Dispositions are an individual’s inclinations to act in each method and are analytical of patterns and actions They answer the question of whether teachers are likely to apply the knowledge and skills they learn in programs or training they have attended to in their classroom teaching even when they are not being assessed (Borko, Whitcomb [4]). Teachers who can care about their students’ academic achievements, those who are willing to exert the effort needed to ensure that the classroom is a fruitful learning setting, have features that may not be measured as possession of instructional knowledge and skills These are teachers, who are through their actions and character, are establishing effective teaching dispositions
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