Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/4608
Title: At-risk student teachers’ attitudes and aspirations as learners and teachers of mathematics
Other Titles: South African Journal of Childhood Education 5(3) 2015: 1-10
Authors: Moodley, Trevor 
Adendorff, Stanley A 
Pather, Subethra 
Keywords: Student teachers' perceptions;Mathematics teaching and learning;Mathematics-related anxiety;Perceptions about mathematics
Issue Date: 2015
Publisher: AOSIS Publishing
Source: Moodley, T., Adendorff, S. & Pather, S., 2015, ‘At-risk student teachers’ attitudes and aspirations as learners and teachers of mathematics’, South African Journal of Childhood Education 5(3), Art. #218, 10 pages. http://dx.doi. org/10.4102/sajce.v5i3.218
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.
URI: http://dx.doi.org/10.4102/sajce.v5i3.218
http://hdl.handle.net/11189/4608
ISSN: 2223-7674
2223-7674 (e-)
Appears in Collections:Edu - Journal Articles (DHET subsidised)

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