Primary Teachers Affective Development in Mathematics - Developing positive beliefs, attitudes and feelings about mathematics
by Grootenboer, Peter
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This study explores the impact of experience on the affective views of preservice primary school teachers towards mathematics. As part of the investigation, the study sought to understand how preservice primary teachers experienced mathematics and concurrently, the participants beliefs, values, attitudes and feelings associated with their mathematical experiences are explored. Data were gathered using both qualitative and quantitative modes. The participants were initially apprehensive and negative about mathematics, but after their course in mathematics education, their views generally improved. However, through their school- based practicum many regressed to their initial beliefs and feelings, thus indicating the fragility of their changes. A key factor in the development of the participants affective responses to mathematics was the relationship they experienced with their teachers. The findings indicate that it is possible to bring about positive affective change, although long-term sustainability is dependent upon a complementary practicum experience.
Peter worked in schools for 12 years as a teacher and Dean before moving into the tertiary sector. In 1997 he received a Jim Campbell Award for teaching excellence in mathematics in New Zealand. Peter completed his MEd and EdD through the University of Waikato focussing on mathematics education and educational leadership.
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LAP Lambert Academic Publishing
30 December 2009
0.22 x 0.15 x 0.015 m; 0.431 kg