‘Come in with an open mind’: changing attitudes towards mathematics in primary teacher education

Abstract

Background: The relationship between attitudes and behaviour has led to a focus on the role played by attitudes in the teaching and learning of mathematics.

Purpose: This paper reports on an investigation into student teachers’ self-reported attitudes towards mathematics in the context of a mathematics education programme. The programme had been developed by the authors in response to a new, reformed four-year undergraduate initial teacher education (ITE) for primary teachers in Ireland. The authors aimed to use the feedback to evaluate and develop the course further.

Sample: We report on the attitudes of 345 pre-service primary teachers enrolled in a four-year undergraduate ITE programme. 281 of these participants had matched survey data before and after participating in the mathematics education programme.

Method and Design: Four evaluation criteria were used as a conceptual framework for the evaluation of the mathematics education programme. A multi-method approach was taken in investigating the students’ attitudes to mathematics by using a scale as a quantitative measure of attitude alongside open-ended survey items that provided qualitative insights into changes in attitudes.

Results and conclusions: Results from the survey data suggested overall that the participants’ attitudes towards mathematics were more positive after they had experienced the mathematics education programme. Overall, the written responses suggested that according to self-reportage, participants perceived that participation in the mathematics education programme had affected their attitudes towards mathematics positively. Comments indicated that the ‘small group’ tutorial structure was particularly well received and was associated with opportunities to actively engage, explore, interact and reflect. Suggestions offered by the participants will be used to inform planning and development of the mathematics programme.

Keywords:

• Initial teacher education
• primary teacher education
• attitude to mathematics
• reform mathematics curriculum
• mathematics education

Notes

1. Following second level education, students may choose to go on to complete Third level education, which is also referred to as higher level or college education.

2. Upon graduation and receiving a post in a primary school, Newly Qualified Teachers (NQTs) will participate in a new model of induction and probation. This requires NQTs to complete satisfactorily a school-based experience involving a probationary period of 50 consecutive teaching days in a primary school to meet the criteria for registration as a fully qualified teacher (Smyth et al. 2016; Teaching Council 2016).