An attitudinal snapshot of pre-service secondary mathematics teachers

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dc.availability.bitstreamPrendergast, Mark
dc.availability.bitstreamMathematics educationen
dc.contributor.authorNí Ríordáin, Máire
dc.contributor.authorNí Shúilleabháin, Aoibhinn
dc.contributor.authorJohnson, Patrick
dc.contributor.authorO'Rourke, Iseult
dc.date.accessioned2020-04-07T08:43:16Z
dc.date.available2020-04-07T08:43:16Z
dc.date.issued2020
dc.date.updated2020-04-06T13:54:48Z
dc.description.abstractA teacher’s attitude towards a subject has a major influence on their learning and subsequent teaching of that subject. This has a knock-on effect on the development of their own students’ attitudes. However, despite such importance there has been a dearth of research in this area, particularly in relation to the attitudes of pre-service secondary teachers of mathematics. Thus, the aim of this study is to quantify the attitudes of this cohort of teachers at the beginning of their initial teacher education (ITE) program. The participants in the study are pre-service teacher cohorts (N = 98) from four Irish universities who are enrolled in a postgraduate ITE program, known as the Professional Master of Education (PME). Six sub-scales of the overall Fennema-Sherman Mathematics Attitudes Scales (FSMAS) were used to gain a quantitative measure of participants’ attitudes towards the subject as they embarked on their ITE. The FSMAS scores were strongly positive, although the results of the mathematics anxiety and teacher subscales were notably lower in comparison to the others. Further analysis was carried out to identify affecting factors, particularly in relation to these two low-ranking subscales.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationPrendergast, M., Ní Ríordáin, M., Ní Shúilleabháin, A., Johnson, P. and O'Rourke, I. (2020) 'An attitudinal snapshot of pre-service secondary mathematics teachers', Issues In Educational Research, 30 (1):283-301.en
dc.identifier.endpage301en
dc.identifier.issn1837-6290
dc.identifier.issued1en
dc.identifier.journaltitleIssues In Educational Researchen
dc.identifier.startpage283en
dc.identifier.urihttps://hdl.handle.net/10468/9815
dc.identifier.volume30en
dc.language.isoenen
dc.publisherWestern Australian Institutes for Educational Researchen
dc.relation.urihttp://www.iier.org.au/iier30/prendergast.pdf
dc.rights© 2020 the authors. This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International Licenseen
dc.rights.urihttps://creativecommons.org/licenses/by-nd/4.0/en
dc.subjectMathematics teachersen
dc.subjectTeachingen
dc.subjectFennema-Sherman Mathematics Attitudes Scales (FSMAS)en
dc.subjectSecondary educationen
dc.titleAn attitudinal snapshot of pre-service secondary mathematics teachersen
dc.typeArticle (peer-reviewed)en
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