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ERIC Number: EJ1112237
Record Type: Journal
Publication Date: 2012-Jun
Pages: 21
Abstractor: As Provided
ISSN: EISSN-2014-3621
How Do Elementary Preservice Teachers Form Beliefs and Attitudes toward Geometry Learning? Implications for Teacher Preparation Programs
Yang, Kai-Ju
REDIMAT - Journal of Research in Mathematics Education, v1 n2 p194-213 Jun 2012
In my personal interactions with elementary preservice teachers (EPSTs) at a large Midwestern university in United States, many EPSTs held negative beliefs and attitudes about geometry learning. Although finding ways to help EPSTs change their negative beliefs and attitudes is an important issue, it can be best addressed by first investigating how they are formed. This study sought to document how EPSTs' beliefs about and attitudes toward geometry were formed prior to and during a mathematics and pedagogy course at a large Midwestern university in United States. McLeod's (1989) theoretical framework of influencing one's beliefs and attitudes toward specific action events, and objects--Representation, Discrepancy, and Metacognition--was used to analyze data from two interviews with each of four EPSTs. The results of the analysis confirmed McLeod's framework but also identified a fourth factor, understanding, as playing an important role in affecting EPST's beliefs about and attitudes toward geometry.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A