Mathematics Attitude of Future Teachers of Stem Subjects

• Authors: Antonín Jančařík , Guilherme Stecca Marcom , Maurício Urban Kleinke

Abstracts

EN

Aim. This paper presents research aimed at testing the mathematical self-efficacy of mathematics and computer science student teachers. The aim of the presented phase of the research was to verify the effectiveness of the chosen research instrument after translation into Czech, its applicability within the specific environment of the preparation of future teachers and the design of a shorter version of the questionnaire. Methods. 97 students of the first and second year of Bachelor's degree studies at the Faculty of Education of Charles University, specialising in mathematics and computer science, were interviewed either in a single-subject form or in combination with a second subject. Subsequently, the data was processed and evaluated using quantitative methods. Results. The results confirmed that the test, even when translated into Czech, fully met the claim of high reliability (Cronbach's Alpha = 0.965). Using the Principal Axis Factoring method with Varimax with Kaiser Normalisation in 11 iterations, convergence to the four basic components, which were characterised as Motivation and Enjoyment, Anxiety, Self-confidence and Value, was achieved. Conclusion. The research has shown that the chosen research instrument, the ATMI questionnaire, is fully functional after translation into English and use in the environment of preparation of future mathematics and science teachers. The first measurement data also confirms that attitudes towards mathematics are very different among future mathematics and science teachers. It also confirmed the assumption that the questionnaire has the potential to identify students who have problematic attitudes towards mathematics and are therefore at risk of dropping out.

Keywords

EN

future teachers; mathematics anxiety; attitudes toward mathematics; motivation; enjoyment

• Publisher: Fundacja Pro Scientia Publica
• Journal: Journal of Education Culture and Society
• Year: 2023
• Volume: 14
• Issue: 2
• Pages: 349-362

Dates

published

2023

Contributors

author

Antonín Jančařík

• Department of Mathematics and Mathematical Education, Faculty of Education, Charles University, M. D. Rettigové 4, 116 39, Praha 1, Czech Republic

• https://orcid.org/0000000333312396

author

Guilherme Stecca Marcom

• Department of Mathematics and Mathematical Education, Faculty of Education, Charles University, M. D. Rettigové 4, 116 39, Praha 1, Czech Republic

• https://orcid.org/0000000272978345

author

Maurício Urban Kleinke

• Department of Applied Physics, Physics Institute Gleb Wataghing, University State of Campinas, Sérgio Buarque de Holanda, 777, 13083-859, Campinas - SP, Brazil

• https://orcid.org/0000000276105269

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Identifiers

DOI

10.15503/jecs2023.2.349.362

Biblioteka Nauki

18771225