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Student teachers’ mathematics attitudes, authentic investigations and use of metacognitive tools

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Abstract

Based on findings from a semester-long study, this article examines the development of Samoan prospective teachers’ mathematical understandings and mathematics attitudes when investigating authentic contexts and applying working mathematically processes, mental computations and problem-solving strategies to find solutions of problems. The prospective teachers had enrolled for the second time (having failed their first attempt), in the first-year mathematics methods course of a 2-year Diploma of Education (Primary) programme. The group also included those enrolled in the Diploma of Education (Early Childhood and Special Needs) programmes, who recognizing their own limited understanding of mathematics would ordinarily shy away from opportunities for improvement. Given the negative mathematical and learning experiences, this group was ideal to engage in innovative and creative approaches that would make mathematics learning more meaningful and contextual in a Samoan environment. Only data from the attitudinal questionnaires and interviews are presented in this article. Main findings have implications for teaching and learning mathematics.

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Notes

  1. A 1-year post-secondary programme required for entry into the Diploma of Education Program.

  2. Equivalent to Year 10 Australian system or Year 11 NZ system.

  3. Equivalent to Year 11 Australian system or Year 12 NZ system.

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Acknowledgments

This study was funded by a grant from the National University of Samoa Research Fund.

Author information

Authors and Affiliations

  1. Mathematics and Statistics Department, Faculty of Science, National University of Samoa, P. O. Box 1622, Le Papaigalagala Campus, Toomatagi, Apia, Samoa

    Karoline Afamasaga-Fuata’i

  2. Faculty of Education, National University of Samoa, P. O. Box 1622, Apia, Samoa

    Lumaava Sooaemalelagi

Authors
  1. Karoline Afamasaga-Fuata’i
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  2. Lumaava Sooaemalelagi
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Correspondence to Karoline Afamasaga-Fuata’i.

Appendices

Appendix 1: Tasks 1, 2 and 3 descriptions

Appendix 2: Items in the attitudinal questionnaire

  1. 1.

    Mathematics is very interesting to me and I enjoy my mathematics classes.

  2. 2.

    When doing mathematics, my mind goes blank, and I am not able to think clearly.

  3. 3.

    I like solving mathematics problems.

  4. 4.

    Mathematics makes me feel uncomfortable and impatient.

  5. 5.

    I have always enjoyed studying mathematics in school.

  6. 6.

    I am nervous in mathematics classes because I feel I cannot do mathematics.

  7. 7.

    It makes me nervous to even think about having solving a mathematics problem.

  8. 8.

    I really like mathematics; it’s enjoyable.

  9. 9.

    I can cope with a new problem because I am good in mathematics.

  10. 10.

    I get worried when solving a problem that is different from the ones done in class.

  11. 11.

    I can find many different ways of solving a particular mathematics problem.

  12. 12.

    Most of the time, I need help from the teacher before I can solve a problem.

  13. 13.

    I believe that if I use what I know already, I can solve any mathematics problem.

  14. 14.

    I have forgotten many of the mathematical concepts that I have learnt in previous mathematics classes.

  15. 15.

    I learn mathematics by understanding the main ideas, not by memorizing the rules and steps in a procedure.

  16. 16.

    If I cannot solve a mathematics problem, I just ignore it.

  17. 17.

    Successfully solving a problem on my own provides satisfaction similar to winning a game.

  18. 18.

    I feel nervous when doing mathematics.

  19. 19.

    My most favourite subject is mathematics.

  20. 20.

    Mathematics classes provide the opportunity to learn skills that are useful in daily living.

  21. 21.

    To succeed in school, you don’t need to be good in mathematics.

  22. 22.

    Mathematics is not my strength and I avoid it whenever I can.

  23. 23.

    I don’t think I could learn advanced mathematics, even if I really tried.

  24. 24.

    Doing mathematics encourages me to think creatively.

  25. 25.

    I learn to think more clearly in mathematics if I make a model or draw diagrams of the problem.

  26. 26.

    Mathematics is important for most jobs and careers.

  27. 27.

    Solving mathematics problems helps me learn to think and reason better.

  28. 28.

    To succeed in life you need to be able to do mathematics.

  29. 29.

    Mathematics is needed in understanding newspaper reports and finance graphs.

  30. 30.

    Communicating with other students helps me have a better attitude towards mathematics.

  31. 31.

    I am interested and willing to improve my understanding of mathematics.

  32. 32.

    The skills I learn in mathematics will help me in other subjects at school.

  33. 33.

    I do not have to understand mathematics, I simply memorize the steps to solve a problem.

  34. 34.

    I learn mathematics well if I understand the reasons behind the methods used.

  35. 35.

    I intend to continue taking mathematics next year.

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Afamasaga-Fuata’i, K., Sooaemalelagi, L. Student teachers’ mathematics attitudes, authentic investigations and use of metacognitive tools. J Math Teacher Educ 17, 331–368 (2014). https://doi.org/10.1007/s10857-014-9270-y

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