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ERIC Number: EJ1160848
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1442-3901
Fear, Loathing and Ambivalence toward Learning and Teaching Mathematics: Preservice Teachers' Perspectives
Itter, Diane; Meyers, Noel
Mathematics Teacher Education and Development, v19 n2 p123-141 2017
Preservice teachers graduate from an education system that shapes their mathematical understandings, beliefs and attitudes, and then re-enter that system to shape their own students' mathematical understandings, beliefs, and attitudes. Unfortunately, many of our future teachers have developed negative attitudes symptomatic of a self-perpetuating cycle of inter-generational fear, loathing, and ambivalence to mathematics. We investigated the mathematical attitudes of 152 third year preservice teachers (PST) using their written reflections about their categorisation of, and catalysts for, their attitudes towards mathematics. To understand better the genesis and consequences of negative mathematical attitudes and beliefs, we focus on the responses of 111 preservice teachers (nearly three-quarters of our sample) who acknowledged their negative or neutral attitudes towards mathematics. Our findings confirm the complex relationship between attitudes, beliefs, and emotions that impact on learners' motivation, engagement, and learning approaches, and, for our sample of preservice teachers, that will shape how they teach.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A