This article reports on the development of attitudes toward mathematics among pre-service elementary teachers (n = 146) in relation to their experiences as K-12 learners of mathematics and experiences within a teacher education program. Using a combination of the Rasch Rating Scale Model and traditional parametric analyses, results indicate that significant changes in attitudes occurred over the duration of mathematics methods coursework and student teaching. Further, these changes can be explained, in part, by various teacher education experiences. In particular, having a student teaching experience with meaningful mathematics instruction played a significant role for those who entered with negative attitudes toward mathematics.
|Number of pages||19|
|Journal||Journal of Mathematics Teacher Education|
|State||Published - Oct 26 2015|
Bibliographical notePublisher Copyright:
© 2015, Springer Science+Business Media Dordrecht.
- Mathematics attitudes
- Pre-service elementary teachers
- Survey research
ASJC Scopus subject areas
- Mathematics (all)