Attitudes and Mindsets of Preservice Teachers in Mathematics Education

Abstract

This research study focused on understanding the impact preservice teachers' attitudes and mindsets had on their approach to learning mathematics and how this influenced their potential as mathematics teachers. Many students entering primary teacher education courses do so with negative attitudes towards learning mathematics and a belief that a person's intelligence is fixed and cannot be changed. The study took place within a semester-long, first-year mathematics education unit, which utilised a social constructivist, problem-based learning (PBL) approach, as part of a Bachelor of Education (Primary), four-year university course. The lecturer's goals of the unit were, first, for students to experience a student-centred learning environment that focussed on developing content and procedural knowledge, and the pedagogies associated with teaching mathematics. Secondly, engage students in shifting their disposition towards a positive and open attitude towards learning mathematics along with a growth mindset.