Attitudes and Beliefs Toward Mathematics for Elementary Pre-service Teachers  

作　　者：Yea-Ling Tsao 

机构地区：[1]Minnesota State University Mankato, Mankato, USA

出　　处：《US-China Education Review(B)》2014年第9期616-626,共11页美中教育评论（B）

摘　　要：The purpose of this study was to explore pre-service elementary teachers＇ attitudes/beliefs toward mathematics learning. Sixty elementary pre-service teachers who were enrolled in a mathematics content course for elementary school completed Fennema-Sherman Mathematics Attitudes Scales （FSMAS） to measure their attitudes and beliefs toward mathematics. The FSMAS subscale data on the mean scores of the Confidence in Learning Mathematics Scale, Mathematics Anxiety Scale, Effectance Motivation Scale, and Mathematics Usefulness Scale were 2.87, 3.17, 3.26, and 3.55 respectively. The participants had a mean composite survey score of 3.21 on the 5-point Likert scale, with a score of I representing the most negative attitude, a score of 3 representing a neutral position, and a score of 5 representing the most positive attitude. Therefore, the mean composite score that reflected attitudes was just above the neutral position. Unfortunately, many pre-service elementary teachers in the study did not exhibit positive attitudes toward mathematics learning. The lowest mean score for attitudes was the Mathematics Anxiety Scale in learning mathematics at 2.87. This result indicates that the sample of pre-service elementary teachers appear to have stronger anxiety toward themselves and mathematics learning. The correlations among the four subscales were all statistically significant （p 〈 0.001）. Recommendations for exposing pre-service teachers to positive attitudes and beliefs about mathematics are discussed.

关 键 词：mathematics anxiety effectance motivation mathematical beliefs pre-service teachers 

分 类 号：O1-4[理学—数学] G625.1[理学—基础数学]