Date of Award

5-1992

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Abstract

This qualitative study focuses on five prospective female teachers' attitudes toward mathematics. The meanings each informant ascribes to her experiences surrounding mathematics are described in this work. Each informant was interviewed weekly during her senior mathematics methods course and observed and interviewed weekly throughout her student teaching experience. Interviews were open-ended and was the central focus of methodology. A field diary was used to record the reflective portions of field notes.

Experiences were carefully detailed and the informants directly quoted throughout the portraits and themes. The themes that emerged were: (1) meaning in mathematics, (2) narrow view of mathematics, (3) knowledge of content, (4) speed and time pressures, (5) humiliation, and (6) isolation.

Several implications are discussed in this study. Informants clearly grew from the research process that involved them in reflecting on their experiences and attitudes toward mathematics. The author recommends that all prospective teachers engage in this process of reflection. The informants discussed the need for direct experiences in an elementary classroom earlier in their program.

Informants in this study lacked support from their cooperating teachers. The author suggests that prospective teachers work with supportive mentors who model a positive attitude toward mathematics as well as encourage them to experiment with curriculum and instructional methods.

It was found that the informants often did not teach mathematics that they did not understand. If teachers are to cover a broader curriculum, they need support in the form of inservice education, broad-based textbooks, and additional coursework at the undergraduate level. Methods courses offered at the undergraduate and graduate levels must be conducive to fostering curriculum and methods that promote positive attitudes toward mathematics. Evidence strongly supported that to improve students' attitudes, developing meaning in mathematics must be a focus.

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