Abstract
The aim of the study is to determine prospective primary school teachers’ attitudes towards teaching mathematics. The study is designed according to model of survey in the descriptive type. A total of 236 prospective primary school teachers were examined in order to investigate the effect of gender and program differences on their attitudes towards teaching mathematics. In the study, the questionnaire “Teaching Mathematics” was used to collect the data from prospective teachers. The results revealed that the prospective teachers have positive attitude towards teaching mathematics. It was found also that gender and grade level are not significant factor on attitude scores. Finally, various suggestions were presented for future studies in accordance with the findings obtained.
Highlights
Policy makers, playing a very significant role in the educational systems; governments and education organizations, have begun to show a growing interest in teacher qualifications in order to in improve school quality and student outcomes (OECD, 2016)
The results revealed that the prospective teachers have positive attitude towards teaching mathematics
When considering the reasons of the results, it was explained in the literature that the subjects of mathematic lessons at the primary school level are basics and easy for the teachers (Tarım & Bulut, 2006)
Summary
Policy makers, playing a very significant role in the educational systems; governments and education organizations, have begun to show a growing interest in teacher qualifications in order to in improve school quality and student outcomes (OECD, 2016). The most crucial indicator of teacher quality is the pedagogical knowledge of teachers (Guerriero, 2014). It is necessary to consider the teachers’ pedagogical content knowledge but it has been accepted that the teachers’ attitudes are important determinant for the teacher qualification (McLeod, 1992). In the consideration of teacher quality, a large number of investigations focus on two main title; cognitive factors (Kanes & Nisbet, 1994) and affective factors (Ball, 1988). McLeod (1992) identifies three basic concepts to describe the affective factors in mathematics education: attitudes, beliefs and emotions Affective factors are generally considered ambiguous and difficult to understand. McLeod (1992) identifies three basic concepts to describe the affective factors in mathematics education: attitudes, beliefs and emotions
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