Fear, Loathing and Ambivalence toward Learning and Teaching Mathematics: Preservice Teachers’ Perspectives

Authors

  • Diane Itter La Trobe University
  • Noel Meyers La Trobe University

Keywords:

Preservice teachers, Mathematics teacher education, Mathematical attitudes and beliefs

Abstract

Preservice teachers graduate from an education system that shapes their mathematical understandings, beliefs and attitudes, and then re-enter that system to shape their own students’ mathematical understandings, beliefs, and attitudes. Unfortunately, many of our future teachers have developed negative mathematical attitudes symptomatic of a self-perpetuating cycle of inter-generational fear, loathing, and ambivalence to mathematics. We investigated the mathematical attitudes of 152 third year Preservice teachers (PST) using their written reflections about their categorisation of, and catalysts for, their mathematical attitudes. To understand better the genesis and consequences of negative mathematical attitudes and beliefs, we focus on the responses of 111 Preservice teachers (nearly three-quarters of our sample) who acknowledged their negative or neutral attitudes towards mathematics.  Our findings confirm the complex relationship between attitudes, beliefs, and emotions, that impact on learners’ motivation, engagement, and learning approaches, and, for our sample of Preservice teachers, that will shape how they teach.

References

Attard, C. (2013). “If I had to pick any subject, it wouldn’t be maths”: foundations for engagement with mathematics during the middle years. Mathematics Education Research Journal, 25(3), 569-587.

Ball, D., Bass, H., & Hill, C. H. (2004). Knowing and using mathematical knowledge in teaching: Learning what matters. In A. Buffgler & R. Lausch (Eds.), Proceedings of the 12th annual conference of the South African Association for Research in Mathematics, Science and Technology Education (pp. 51-65). Durban: SAARMSTE.

Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, et al. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133-180.

Beswick, K. (2008). Influencing teachers’ beliefs about teaching mathematics for numeracy to students with mathematics learning difficulties. Mathematics Teacher Education and Development, 9, 3-20.

Beswick, K. & Dole, S. (2008). Recollection of mathematics education: Approaching graduation and five years later. In M. Goos, R. Brown, & K. Makar (Eds.), Navigating currents and charting directions (Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia, pp. 67-75). Brisbane: MERGA.

Blackwell, L.S., Trzesniewski, K.H., & Dweck, C.S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and intervention. Child Development, 78(1), 246-263.

Boaler, J. (2009). The elephant in the classroom: Helping children learn and love maths. London; Souvenir Press Ltd.

Boaler, J. (2013). Ability and mathematics: the mindset revolution that is reshaping education. FORUM, 55(1), 143-152

Boyd, W., Foster, A., Smith, J., & Boyd, W.E. (2014). Feeling good about teaching mathematics: Addressing anxiety amongst pre-service teachers. Creative Education, 5(4), 207-217.

Brown, M., Brown, P., & Bibby, T. (2008). “I would rather die”: reasons given by 16-year-olds for not continuing their study of mathematics. Research in Mathematic s Education. 10(1), 3-18

Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., & Tsai, Y.M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133-180.

Carter, G. & Norwood, K.S. (1997). The relationship between teacher and student beliefs about mathematics. School Science and Mathematics, 97(2), 62-67.

Charalambous, C.Y. (2015). Working at the intersection of teacher knowledge, teacher beliefs, and teaching practice: a multiple-case study. Journal of Mathematics Teacher Education, 18(5), 427-445.

Cheema, J. & Kitsantas, A. (2016). Predicting high school student use of learning strategies: The role of preferred learning styles and classroom climate. Educational Psychology, 36(5), 845-862.

Clarke, D. (2009). Mathematics teaching and learning: where to? Learning Matters, 14(1), 3-8.

Cooney, T. and Wiegel, H. (2003). Examining the mathematics in mathematics teacher education. In A. Bishop, M. Clemens, C. Keitel, J.

Kilpatrick and F. Leung (Eds.), Second international handbook of mathematics education: Vol. 2 (pp. 795–828). Dordrecht: Kluwer.

Creswell, J. (2014). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.) Essex: Pearson Education Limited.

Cross, D.I. (2009). Alignment, cohesion, and change: Examining mathematics teachers’ belief structures and their influence on instructional practices. Journal of Mathematics Teacher Education, 12(5), 325-346.

Di Martino, P., & Zan, R. (2011). Attitude towards mathematics: A bridge between beliefs and emotions. ZDM, 43(4), 471–482.

Di Martino, P. & Zan, R. (2010). ‘Me and maths’: Towards a definition of attitude grounded on students’ narratives. Journal of Mathematics Teacher Education, 13(1), 27-48.

Dweck, C.S. (2006). Self-theories: Their role in motivation, personality, and development. Philadelphis: Psychology Press.

Fast, L. A., Lewis, J. M., Bryant, M. J., Bocian, K. A., Cardullo, R. A., Rettig, M., & Hammond, K. A. (2010). Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance? Journal of Educational Psychology, 102(3), 729–740.

Fadali, M.S., Velasquez-Bryant, N., & Robinson, M. (2004). Is attitude towards mathematics a major obstacle in engineering education. Paper presented at the 34th ASEE/IEEE Frontiers in Education Conference, Savannah, GA.

Forgasz, H. J. (2006). Australian year 12 mathematics enrolments: Patterns and trends—past and present. International Centre of Excellence for Education in Mathematics [ICE-EM].

Good, C., Ratten, A, & Dweck, C.S. (2012). Why do women opt out? Sense of belonging and women’s representation in mathematics. Journal of Personality and Social Psychology, 102(4), 700-717.

Gresalfi, M.S. & Cobb, P. (2006). Cultivating students’ discipline-specific dispositions as a critical goal for pedagogy and equity. Pedagogies: An International Journal, 1(1), 49-57.

Grootenboer, P. & Hemmings, B. (2007). Mathematics performance and the role played by affective and background factors. Mathematics Education Research Journal, 19(3), 3-20.

Grootenboer, P. & Marshman, M. (2016). Mathematics, Affect and Learning: Middle school students’ beliefs and attitudes about mathematics education. Singapore: Springer

Hattie, J. (2003). Teachers make a difference: What is the research evidence? Melbourne: Australian Council for Educational Research.

Hill, H.C. & Charalambous, C.Y. (2012). Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues. Journal of Curriculum Studies, 44(4), 559-576.

Hill, H.C., Rowan, B., & Ball, D.L. (2005). Effects of teachers’ mathematical knowledge on student achievement. American Educational Research Journal, 42(2), 371-406.

Jacobson, E., & Kilpatrick, J. (2015). Understanding teacher affect, knowledge, and instruction over time: an agenda for research on productive disposition for teaching mathematics. Journal Of Mathematics Teacher Education, 18, 401-406.

Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it up: Helping children learn mathematics.Washington, DC: National Academy Press.

Kogelman, S., & Warren, J. (1978). Mind over math: Put yourself on the road to success by freeing yourself from math anxiety. New York: McGraw-Hill.

Kyriacou, C. & Goulding, M. (2006). A systematic review of strategies to raise pupils’ motivation effort in Key Stage 4 mathematics. London: EPPI Centre, Institute of Education.

Lewis, J.M., Fischman, D., & Riggs, M. (2015). Defining, developing, and measuring “Proclivities for Teaching Mathematics”, Journal of Mathematics Teacher Education, 18(5), 447-465.

McKenzie, P., Kos, J., Walker, M., & Hong, J. (2008). Staff in Australia’s schools. Canberra: Commonwealth of Australia.

Ma, X. (1997). Reciprocal relationships between attitude towards mathematics and achievement in mathematics. The Journal of Educational Research, 90(4), 221-229.

Marsh, W., Walker, R., & Debus, R. L. (1991). Subject-specific components of academic self-concept and self-efficacy. Contemporary Educational Psychology, 16(4), 331–345.

Marsh, H.W. (2007). Self-concept theory, measurement and research into practice: The role of self-concept in educational psychology. Leicester: British Psychological Society.

Nardi, E. & Steward, S. (2003). Is mathematics T.I.R.E.D? A profile of quiet disaffection in the secondary mathematics classroom. British Educational Research Journal, 29(3), 345-367.

Office of the Chief Scientist (2014). Science, Technology, Engineering and Mathematics: Australia’s Future. Australian Government, Canberra.

Paris, S., & Newman, R. (1990). Developmental aspects of self-regulated learning. Educational Psychologist, 25(1), 87–102.

Parker, D.P., Marsh, H.W., Ciarrochi, J., Marshall, S., & Adbuljabbar, A.S. (2014). Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes, Educational Psychology, 34(1), 29-48.

Perels, F., Dignath, C., & Schmitz, B. (2009). Is it possible to improve mathematical achievement by means of self-regulation strategies? Evaluation of an intervention in regular math classes. European Journal of Psychology of Education, 24(17), 17–31.

Polly, D., McGee, J. R., Wang, C., Lambert, R. G., Pugalee, D. K., & Johnson, S. (2013). The association between teachers’ beliefs, enacted practices, and student learning in mathematics. The Mathematics Educator, 22(2), 11–30.

RAND Mathematics Study Panel. (2003). Mathematical proficiency for all students: Toward a strategic research and development program in mathematics education. Santa Monica, CA: RAND Corporation.

Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 15-31). San Diego: Academic Press.

Shalev, A. Y., Freedman, S., Peri, T., Brandes, D., Sahar, T., Orr, S. P., & Pitman, R. K. (1998). Prospective study of posttraumatic stress disorder and depression following trauma. American Journal of Psychiatry, 155(5), 630-637.

Sloan, T.R. (2010). A quantitative and qualitative study of math anxiety among preservice teachers. The Educational Forum, 74(3), 242-256.

Southwell, B. (1995). Towards a theoretical framework for research in beliefs and values in mathematics education. In B. Atweh & S. Flavell (Eds.), Galtha (Proceedings of the 18th annual conference of the Mathematics Education Research Group of Australasia, pp. 477-483). Darwin: MERGA.

Stanley, G. (2008). National numeracy review report. Canberra, ACT: Human Capital Working Group, Council of Australian Governments.

Sullivan, P., & McDonough, A. (2007). Eliciting positive student motivation for learning mathematics. In J. Watson & K. Beswick (Eds.), Mathematics: Essential Research, Essential Practice (Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia, Hobart.Vol 2, pp. 698-707). Adelaide: MERGA.

Swan, P. (2004). I Hate Mathematics. Paper presented at the 2004 Mathematical Association of Victoria Conference, Melbourne.

Thomson, S., De Bortoli, L., & Buckley, S. (2012). PISA 2012: How Australia measures up. Australian Council for Educational Research.

Tobias, S., Serow, P., & Schmude, M. (2010). Critical moments in learning mathematics: First year pre-service primary teachers’ perspectives. In L. Sparrow, B. Kissane, & C. Hurst (Eds.) Shaping the future of mathematics education. Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Fremantle: MERGA.

Tuan, H., Chin, C., Tsai, C., & Cheng, S. (2005). Investigating the effectiveness of inquiry instruction on the motivation of different learning styles students. International Journal of Science and Mathematics Education, 3(4), 541–566.

Uusimaki, L. & Nason, R. (2004). Causes underlying pre-service teachers’ negative beliefs and anxieties about mathematics. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, 4, 369-376.

Vale, C. (2010). Supporting “out-of-field” teachers of secondary mathematics. Australian Mathematics Teacher, 66(1), 17-24.

Downloads

Published

2017-07-11

Issue

Section

Articles