At-risk student teachers’ attitudes and aspirations as learners and teachers of mathematics
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Date
2015
Journal Title
Journal ISSN
Volume Title
Publisher
AOSIS
Abstract
This study explored foundation phase first year student teachers’ perceptions about mathematics.
The focus on their attitudes towards mathematics in two roles – (1) as learners of mathematics,
based on their prior experiences at school and (2) as aspirant teachers of mathematics for
children in the early grades. Data sources were students’ drawings/collages as well as
written interpretations and elaborations of the drawings/collages. The findings indicated that
participants had generally negative attitudes towards the learning of mathematics. Factors
such as the transition from primary to high school, teacher qualities and mathematics-related
anxiety contributed to the shaping of their attitudes. It was encouraging to note that over half
the participants expressed positive attitudes in their roles as future teachers, with all expressing
the desire to provide better mathematics experiences to their future learners.
Description
Keywords
Foundation phase, Student teacher, Mathematics, Attitudes
Citation
Moodley, T. et al. (2015). At-risk student teachers’ attitudes and aspirations as learners and teachers of mathematics. South African Journal of Childhood Education, 5(3): Art. #218