Examining non-traditional pathway preservice teachers’ attitudes towards mathematics

Dung Tran; Syed Javed

Examining non-traditional pathway preservice teachers’ attitudes towards mathematics

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

Abstract

In this study, we examined non-traditional pathway preservice teachers’ attitudes towards mathematics to inform decision-making on designing the course and the units related to mathematics and how to support the teachers in transitioning smoothly into higher education programs. We adopted a mixed design approach to document teachers’ attitudes towards mathematics. Results show that the teachers revealed positive attitudes towards their mathematical self-ability of the subject, the enjoyment of mathematics, and the utility of the subject.

Original language	English
Title of host publication	40 years on: we are still learning!
Subtitle of host publication	Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia
Editors	Ann Downton, Sharyn Livy, Jennifer Hall
Place of Publication	Adelaide, SA
Publisher	MERGA
Pages	506-513
Number of pages	8
ISBN (Print)	9781920846305
Publication status	Published - 2017
Externally published	Yes
Event	Annual Conference of the Mathematics Education Research Group of Australasia (40th : 2017) - Melbourne, Australia Duration: 2 Jul 2017 → 6 Jul 2017

Conference

Conference	Annual Conference of the Mathematics Education Research Group of Australasia (40th : 2017)
Abbreviated title	MERGA 10
Country/Territory	Australia
City	Melbourne
Period	2/07/17 → 6/07/17

Cite this

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title = "Examining non-traditional pathway preservice teachers{\textquoteright} attitudes towards mathematics",

abstract = "In this study, we examined non-traditional pathway preservice teachers{\textquoteright} attitudes towards mathematics to inform decision-making on designing the course and the units related to mathematics and how to support the teachers in transitioning smoothly into higher education programs. We adopted a mixed design approach to document teachers{\textquoteright} attitudes towards mathematics. Results show that the teachers revealed positive attitudes towards their mathematical self-ability of the subject, the enjoyment of mathematics, and the utility of the subject.",

author = "Dung Tran and Syed Javed",

year = "2017",

language = "English",

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pages = "506--513",

editor = "Ann Downton and Sharyn Livy and Jennifer Hall",

booktitle = "40 years on: we are still learning!",

publisher = "MERGA",

address = "Australia",

note = "Annual Conference of the Mathematics Education Research Group of Australasia (40th : 2017), MERGA 10 ; Conference date: 02-07-2017 Through 06-07-2017",

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Tran, D & Javed, S 2017, Examining non-traditional pathway preservice teachers’ attitudes towards mathematics. in A Downton, S Livy & J Hall (eds), 40 years on: we are still learning!: Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia. MERGA, Adelaide, SA, pp. 506-513, Annual Conference of the Mathematics Education Research Group of Australasia (40th : 2017), Melbourne, Victoria, Australia, 2/07/17.

Examining non-traditional pathway preservice teachers’ attitudes towards mathematics. / Tran, Dung; Javed, Syed.
40 years on: we are still learning!: Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia. ed. / Ann Downton; Sharyn Livy; Jennifer Hall. Adelaide, SA: MERGA, 2017. p. 506-513.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

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AU - Tran, Dung

AU - Javed, Syed

PY - 2017

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N2 - In this study, we examined non-traditional pathway preservice teachers’ attitudes towards mathematics to inform decision-making on designing the course and the units related to mathematics and how to support the teachers in transitioning smoothly into higher education programs. We adopted a mixed design approach to document teachers’ attitudes towards mathematics. Results show that the teachers revealed positive attitudes towards their mathematical self-ability of the subject, the enjoyment of mathematics, and the utility of the subject.

AB - In this study, we examined non-traditional pathway preservice teachers’ attitudes towards mathematics to inform decision-making on designing the course and the units related to mathematics and how to support the teachers in transitioning smoothly into higher education programs. We adopted a mixed design approach to document teachers’ attitudes towards mathematics. Results show that the teachers revealed positive attitudes towards their mathematical self-ability of the subject, the enjoyment of mathematics, and the utility of the subject.

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BT - 40 years on: we are still learning!

A2 - Downton, Ann

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A2 - Hall, Jennifer

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ER -

Examining non-traditional pathway preservice teachers’ attitudes towards mathematics

Abstract

Conference

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