Turning Negatives into Positives: The Role of an Instructional Math Course on Preservice Teachers' Math Beliefs.
2017; Project Innovation Austin; Volume: 138; Issue: 1 Linguagem: Inglês
ISSN
0013-1172
AutoresLisa Looney, David Perry, Andy K. Steck,
Tópico(s)Education, Achievement, and Giftedness
ResumoNegative attitudes toward math have been perpetuated in our society for quite some time. Examples of negativity toward this subject manifest in thoughts and behaviors such as anxiety (Belbase, 2013; Nunez-Pena, Suarez-Pellicioni, & Bono, 2013; Taylor & Brooks, 1986), fears of failure (Liew, Lench, Kao, Yeh, & Kwok, 2014; Peixoto & Almeida, 2010; Wach, Spengler, Gottschling, & Spinath, 2015), doubt/lack of effort (Hemmings & Kay, 2010; Tobias & Weissbrod, 1980), tension (Woodard, 2004), and avoidance of math related activities (Chiang, & Lin, 2014; Kelly & Tomhave, 1985; Liew et al., 2014). There is no specific group that is immune to these feelings, as math anxiety and other negative beliefs have been documented in all ages (Hendy, Schorschinsky, & Wade, 2014; Wigfield & Meece, 1988), both genders (Ganley & Vasilyeva, 2013; Hyde, Fennema, Ryan, Frost, & Hopp, 1990), and many professions and education levels (Lalayants, 2012; McMullan, Jones, & Lea, 2012). Much research has documented that negative attitudes toward math and/or negative beliefs about math ability are negatively related to math performance (Cates & Rhymer, 2003; Legg & Locker, 2009; Sherman, & Wither, 2003), math grades (Ashcraft & Krause, 2007; Ashcraft & Moore, 2009), exposure to math (Bekdemir, 2010), enjoyment of math (Marsh, 2002), and confidence in math (Gutbezahl, 1995), as well as positively related to math anxiety (Hendy et al., 2014; Ramirez, Chang, Maloney, Levine, & Beilock, 2016). Research has sought to identify antecedents to these negative feelings, aiming to understand why negativity toward mathematics is so prevalent. Results of this research has led to discussions of environmental and personality factors that play a role (Bekdemir, 2010; Hadfield & McNeil, 1994). Specifically, ineffective math instruction (Bekdemir, 2010; Hunsley & Flessati, 1988), teacher behavior (Jackson & Leffingwell, 1999; Levpuscek & Zupancic, 2009; Tobias, 1981), pressure from parents (Gunderson, Ramirez, Levine, & Beilock, 2011; Levpuscek & Zupancic, 2009; Mellon & Moutavelis, 2011), emphasis on product rather than process (Furner & Gonzalez-DeHass, 2011), and gender bias (Beilock, Gunderson, Ramirez & Levine, 2010; Gunderson et al., 2012) are some of the environmental antecedents identified. Similarly, discussions of personality characteristics that can impact poor math understanding and attitude have included shyness (Ibaishwa, 2014), low levels of confidence and/or self-efficacy (Akin & Kurbanoglu, 2011; Bursal & Paznokas, 2006), and an inability to ask questions when help is needed (Hendy et al., 2014). While negative attitudes and beliefs about math have been studied greatly in school-age populations (e.g., elementary through college-level) (Hendy et al., 2014; Murr, 2001; Ramirez, Gunderson, & Levine, 2013), less emphasis has been placed on feelings about math post-graduation. Perhaps this lack of research is guided by the assumption that individuals who have negative feelings about the subject of math go into fields where the use of mathematics is not required or, at the very least, greatly minimized. However, one profession that can have a great impact on the perpetuation of negative math attitudes is teaching (Furner & Berman, 2004; Gunderson et al., 2012; Levpuscek & Zupancic, 2009; Shields, 2005). Research has demonstrated that teachers who dislike math and1 or feel negative toward the subject area can pass these negative beliefs on to their students (Gunderson et al., 2012). These research findings regarding the perpetuation of negative math beliefs raise the question about the role of teacher education programs in the mitigation of negative attitudes or beliefs among pre-service teachers. In other words, can (and should) teacher education programs work toward changing the view of pre-service teachers who present negative math attitudes or beliefs? …
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