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Exploring the Impact of Reform Mathematics on Entry-Level Pre-service Primary Teachers Attitudes Towards Mathematics

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Abstract

This study reports entry-level mathematics attitudes of pre-service primary teachers entering an initial teacher education (ITE) program one decade apart. Attitudes of 360 pre-service primary teachers were compared to 419 pre-service teachers entering the same college of education almost one decade later. The latter experienced reform school mathematics curricula compared to the earlier cohort who experienced traditional curricula. Attitudes were determined by administering Aiken’s Revised Mathematics Attitude Scale (Aiken, 1974). Analyses indicate generally positive attitudes on entry to ITE. The earlier cohort demonstrated greater Enjoyment of Mathematics while the later cohort exhibited higher scores on the Value of Mathematics scale.

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Authors and Affiliations

  1. Mary Immaculate College, University of Limerick, South Circular Road, Limerick, Ireland

    Aisling Leavy, Mairead Hourigan & Claire Carroll

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  1. Aisling Leavy
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  2. Mairead Hourigan
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  3. Claire Carroll
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Correspondence to Aisling Leavy.

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Leavy, A., Hourigan, M. & Carroll, C. Exploring the Impact of Reform Mathematics on Entry-Level Pre-service Primary Teachers Attitudes Towards Mathematics. Int J of Sci and Math Educ 15, 509–526 (2017). https://doi.org/10.1007/s10763-015-9699-1

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  • DOI: https://doi.org/10.1007/s10763-015-9699-1

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