Passing it on: linking adult innumeracy to mathematics attitudes, low self-efficacy beliefs, and math-anxiety in student primary teachers
Date
2009
Authors
Klinger, C.
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Conference paper
Citation
A declaration of numeracy : empowering adults through mathematics education. Proceedings of the 15th International Conference of Adults Learning Mathematics (ALM), 2009, pp.123-132
Statement of Responsibility
Conference Name
15th International Conference on Adults Learning Mathematics (30 Jun 2008 - 3 Jul 2008 : Pennsylvania, USA)
Abstract
The connection between adult innumeracy and mathematics-anxiety is examined, and a particular focus is identified for the role of primary teachers. The results of an Inventory of Mathematics Attitude, Experience, and Self-awareness (IMAES) survey of students undertaking Bachelor of Education (Junior Primary and Primary) degree studies reveal that they tend to have pervasive negative attitudes, low mathematics self-efficacy beliefs, and anxiety of mathematics that are more extreme than those found in other undergraduates. The findings affirm the strong influence of early mathematics learning experiences. Since student teachers will ultimately carry their mathematics-attitudes and perceptions into primary school classrooms, it is argued that there are profound implications for the perpetuation of poor early mathematics learning experiences and hence, ultimately, for adult numeracy concerns.
School/Discipline
Dissertation Note
Provenance
Description
Access Status
Rights
Copyright 2009 by Adults Learning Mathematics