Symbolic Drawings Reveal Changes in Preservice Teacher Mathematics Attitudes After a Mathematics Methods Course

Abstract

A new method of analyzing mathematics attitudes through symbolic drawings, situated within the field of Jungian‐oriented analytical psychology, was applied to 52 preservice elementary teachers before and after a mathematics methods course. In this triangulation mixed methods design study, pretest images related to past mathematics experiences drawn by prospective teachers were 63.2% negative in tone, and listed associated emotions were 60.4% negative; on the posttest these changed significantly to 72.1% positive images, with 70.5% positive associated emotions. The qualitative analysis of images and preservice teacher interpretations of them indicate that mathematics anxiety decreased and motivation changed from extrinsic to intrinsic as a result of the course. Pretest images and interpretations focused primarily on grades, unhappiness, time and pressure, struggle, and lack of success. Posttest images and interpretations revealed (a) greater understanding of mathematical concepts through use of concrete materials; (b) greater engagement in mathematics through interesting activities and discourse with peers; and (c) a sense of accomplishment from teaching practicum lessons. Because the drawing exercise helped students connect with their previously unconscious images of mathematics, thereby helping to shift the mathematics anxiety complex toward a more positive affective state, it is recommended that these activities be part of mathematics methods courses.

Preparing Graduate Students to Teach Math: Engaging with Activities and Viewing Teaching Models

“…By extension, preservice teachers with higher levels of anxiety generally had lower levels of math teacher self-efficacy (Duane, Giesen, & Swars, 2006). Helping preservice teachers to shift from negative to positive attitudes regarding math may help them to avoid passing their negative outlook on math to their students (Rule & Harrell, 2006). While the development of teacher self-efficacy is generally important because of the impact it has on teacher practices and student outcomes, it may be particularly so for United States (US) teachers at this time.…”

“…This aligns with a number of previous research studies. Harrell and Rule (2006) found after taking a mathematics methods course, preservice teachers indicated working with concrete materials or manipulatives was one of the most positive experiences. This may be in part because working with manipulatives and content gave teachers an opportunity to build math concept knowledge, especially for those with poor math skills.…”

Prospective Primary Teachers’ Mathematics Anxiety-Apprehension and Its Causes

“…Similar inferences have been made in the literature (Keklikçi & Yılmazer, 2013;Putwain & Symes, 2011;Hadley & Dorward, 2011;Bates et. al., 2011;Peker & Ertekin, 2011;McGlynn-Stewart, 2010;Bekdemir, 2010;Adnan & Zakarai, 2010;Martino & Zan, 2010;Gresham, 2009;Rule & Harrell, 2006;Özçakır-Sümen, Çağlayan & Kartal, 2015).…”

Mathematical Investigations for Supporting Pre-service Primary Teachers Repeating a Mathematics Education Course

“…This increased perseverance was noted in all three of the assignments that were analysed. In her summary statement, Ellen made a connection to a journal article where the notion of learners developing determination to 'stick with a problem' was discussed (Ollerton, 2009). In referring to developing her own perseverance, Ellen wrote, "this has been a big accomplishment for me".…”