Pre-service Teachers’ Attitudes and Beliefs in Relation to Teaching Mathematics
Abstract
This research investigated 203 pre-service teachers’ attitudes and beliefs in relation to teaching mathematics equitably to all students. Survey ratings were analyzed as a whole and by gender, age, and race/ethnicity. Overall, participants thought that the environment for learning mathematics should be inviting and inclusive regardless of gender, race/ethnicity, home language or socioeconomic status. They believe that mathematics classrooms should provide practical experiences in ways of thinking that join the world of school to the real-world community. Participants believe that by including mathematical processes that have the potential for developing students’ skills in solving problems in practical situations, students may gain confidence in themselves irrespective of their background. This study therefore, provides strong support for the argument that mathematics educators should make addressing pre-service teachers’ attitudes and beliefs for teaching mathematics equitably a regular part of their pedagogy.