- Title
- Competence, confidence and attitudes as factors in mathematics learning and teaching for Pre-service Teachers
- Creator
- Brandenburg, Robyn; Sellings, Peter
- Date
- 2015
- Type
- Text; Book chapter
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/158899
- Identifier
- vital:11886
- Identifier
- ISBN:9780473329068
- Abstract
- The mathematical ‘landscape’ (Meaney & Lange, 2012) that constitutes pre-service teacher education is complex. Pre-service teachers enter undergraduate education courses with diverse expectations and experiences in mathematics, varying degrees of mathematical content knowledge (MCK) based on their pre-program school studies and assumptions about their roles as learners, graduates and teachers of mathematics. These University students also arrive with various attitudes to mathematics, and to mathematics education courses (Beswick, 2006, Henderson, 2012) and there is extensive research literature that suggests unless pre-service teacher have their attitudes and assumptions challenged they will ultimately teach in the same ways that they were taught (Brandenburg, 2008). Such differing attitudes and emotional responses are due to previous experiences in mathematics and the research suggests that, if the attitudes are negative they can be very difficult to change. If such negative attitudes do not change, they can also affect the way that pre-service teachers take responsibility for their own mathematical learning and the way that they teach students in their classes once they are fully qualified to do so (Henderson, 2012).
- Publisher
- Edify
- Relation
- Teaching for Tomorrow Today Chapter 40 p.351-360
- Rights
- This metadata is freely available under a CCO license
- Reviewed
- Hits: 546
- Visitors: 536
- Downloads: 2
| Thumbnail | File | Description | Size | Format |
|---|