Indicators of students' and teachers' attitude towards mathematics
DOI:
https://doi.org/10.1590/S0103-863X2009000100005Keywords:
student attitudes, teacher attitudes, mathematics, professional educationAbstract
The study compares the attitude of four sample groups of mathematics students teaching and mathematics teachers towards mathematics. The participants (n=440) were volunteers from public and private schools chosen by convenience. The theoretical model refers to the construct attitude. The instruments used provided qualitative data about participants' reasons for choosing higher education, factors that hinder the teaching of mathematics and reasons they chose to teach mathematics. The person's condition at the end of the teaching program and at the beginning of career coupled to the self-perception of performance indicates that the change of attitude is related to the particularities of a given moment of the student or professional life. Results highlight the importance of using a variety of instruments to obtain indicators of attitudes towards mathematics.Downloads
Downloads
Published
Issue
Section
License
Regarding the availability of contents, Paideia adopts the Creative Commons License, CC-BY. With this licence anyone is allowed to copy and redistribute the material in any medium or format, as well as to remix, transform, and create from the material for any purpose, even commercial, giving the proper copyright credits to the journal, providing a link to the licence and indicating if changes have been made.
Partial reproduction of other publications
Quotations of more than 500 words, reproductions of one or more figures, tables or other illustrations must have written permission from the copyright holder of the original work for the reproduction specified in the Paidéia journal. Permission should be addressed to the author of the submitted manuscript. Secondarily obtained rights will not be transferred under any circumstance.
