Considering Pre-service Teacher Disposition Towards Mathematics

Audrey Cooke

Abstract


Thepush to ensure pre-service teachers are numerate, on face value, isappropriate. However, the way in which numeracy is described is of greatimportance as it will determine what is assessed and potentially how it isassessed. The way numeracy is described will also impact on how pre-serviceeducators assist pre-service teachers to develop their numeracy. This paperproposes that numeracy incorporates mathematical skills and disposition towardsmathematics. A discussion of what disposition towards mathematics is and how itmay be measured is provided, together with the proposition that addressingpre-service teacher disposition towards mathematics may help pre-serviceteachers to develop their numeracy – numeracy that reflects willingness toactually use mathematics in the real world. Suggestions on how this may beachieved are outlined.

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References


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