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    Seeking a Balance: Helping Pre-Service Teachers Develop Positive Attitudes towards Mathematics as They Develop Competency

    226145_151641_87583_Published.pdf (379.2Kb)
    Access Status
    Open access
    Authors
    Hurst, Chris
    Cooke, Audrey
    Date
    2014
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Hurst, C. and Cooke, A. 2014. Seeking a Balance: Helping Pre-Service Teachers Develop Positive Attitudes towards Mathematics as They Develop Competency. Open Journal of Social Sciences. 2 (4): pp. 210-216.
    Source Title
    Open Journal of Social Sciences
    DOI
    10.4236/jss.2014.24022
    ISSN
    23275952
    School
    School of Education
    Remarks

    This open access article is distributed under the Creative Commons license http://creativecommons.org/licenses/by/4.0/

    URI
    http://hdl.handle.net/20.500.11937/19191
    Collection
    • Curtin Research Publications
    Abstract

    Mathematical competence of teachers continues to be an issue of great interest to mathematics educators within tertiary institutions and it is often thought of simultaneously with the notion of mathematics anxiety. While there has been considerable recent research into the latter, no clear conclusions have been able to be drawn about many aspects of the phenomenon and how it is linked to mathematical competence. Most recently, international studies have highlighted notable differences in the standards of teacher preparation in different countries and in Australia new standards for accreditation of teacher education programs have been drafted. This paper reports on a part of on-going research into mathematics anxiety and competence of pre-service teachers. It uses two small samples of pre-service teachers from different cohorts of a Bachelor of Education course and attempts to identify factors that may help develop positive attitudes towards mathematics as they seek to develop their competency in mathematics. In addition, as a response to greater reported levels of anxiety regarding cognitive and knowledge traits, the paper identifies targeted professional learning and social constructivist teaching as key factors as well as the need to identify personal knowledge of mathematics as a prelude to seeking to become more competent.

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