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


DOI: 10.1007/s10763-015-9699-1

Cite this article as:
Leavy, A., Hourigan, M. & Carroll, C. Int J of Sci and Math Educ (2017) 15: 509. doi:10.1007/s10763-015-9699-1


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.


Attitudes to mathematics Curricular reform Initial teacher education Mathematics education Reform mathematics 

Copyright information

© Ministry of Science and Technology, Taiwan 2015

Authors and Affiliations

  • Aisling Leavy
    • 1
  • Mairead Hourigan
    • 1
  • Claire Carroll
    • 1
  1. 1.Mary Immaculate CollegeUniversity of LimerickLimerickIreland

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