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Attitudes to teaching mathematics: Further development of a measurement instrument

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Abstract

The evidence that a relationship exists between attitudes to teaching mathematics and the formation of positive attitudes to mathematics among pupils is somewhat tenuous. Nevertheless, there is a strong belief among pre-service teacher educators that positive attitudes need to be fostered in teacher education students, particularly for prospective primary school teachers. Unfortunately, the research evidence suggests that high proportions of pre-service teachers hold negative attitudes towards mathematics. Although many instruments measuring affect in areas such as self-concept, anxiety, etc. have appeared in the literature over the years, no comprehensive instrument on attitudes is available to help teacher educators monitor attitudinal changes among their pre-service student teachers to the teaching of mathematics. This research re-examines an earlier attempt to develop such an instrument in Australia (Nisbet, 1991) and posits an alternative and refined version.

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Authors and Affiliations

  1. University of Western Sydney, Nepean

    Joe Relich, Jenni Way & Andrew Martin

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  1. Joe Relich
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  2. Jenni Way
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  3. Andrew Martin
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Relich, J., Way, J. & Martin, A. Attitudes to teaching mathematics: Further development of a measurement instrument. Math Ed Res J 6, 56–69 (1994). https://doi.org/10.1007/BF03217262

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