This study attempted to determine the attitudes and perceptions of preservice elementary teachers (N = 133) about taking a required math content course. Four areas were investigated: (1) general view about mathematics; (2) anxiety level in learning math; (3) perceptions of one’s own ability; and (4) beliefs about the usefulness of math in their profession. Five most significant factors found were (1) the number of times respondents have taken the course, (2) cumulative grade point average, (3) grade obtained for the course, (4) perception of one’s own ability, and (5) consideration in withdrawing from the course one time or another. Regression analysis revealed perception of one’s own ability was the best predictor of overall attitudes toward mathematics followed by the number of times students have taken the course. It is suggested that traditional approach of straightforward lecture possibly compounded student math anxiety. Preservice teachers should be taught based on the same standards by the National Council of Teachers of Mathematics (NCTM) with the integration of best practices and differentiated instructions in teaching pedagogies.
|Keywords:||College Mathematics, Pedagogical Content Knowledge, Preservice Teachers, Mathematics Attitudes and Anxieties|
Associate Professor of Education, Division of Education, Human Development, & Social Sciences, Penn State Altoona, Altoona, PA, USA
Chair of Division of Education, Human Development, and Social Sciences, Division of Education, Human Development, and Social Sciences, Penn State Altoona, Altoona, PA, USA
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