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Improving Preservice Teachers' Beliefs and Attitudes About Mathematics and Readiness to Teach Math
Abstract
This study examined preservice teachers' (PSTs) beliefs and attitudes in the teaching of mathematics at the elementary level. The study was conducted while the PSTs were enrolled in their mathematics methods course and a field-based experience, where they received targeted feedback on their performance. The study utilized a multimethod research design. The quantitative part consisted of analysis of pre- and post-surveys regarding PSTs' beliefs and attitudes toward teaching mathematics and their confidence to teach it. In the qualitative part, PSTs reflected on their experiences by writing to a weekly prompt on a Padlet wall, where they received feedback on their comments and questions. Findings suggest that when PSTs are able to connect theory and pedagogy from their methods course in mathematics to their field-based experience and reflect on their learning and teaching of mathematics, their beliefs and attitudes toward teaching mathematics, and their readiness to teach it improve.
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