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Passing it on: linking adult innumeracy to mathematics
attitudes, low self-efficacy beliefs, and math-anxiety in student primary
teachers
Dr Chris KlingerUniversity of South [email protected]
Introduction
• Connection between adult innumeracy and maths-anxiety– Common origin found in primary education & role or primary
teachers
– IMAES survey of pre-service primary teachers
– Negative findings more extreme than for other undergraduates
– profound implications for adult numeracy
• Not whether so many adults lack adequate numeracy skills but why?
• endemic adult innumeracy is deeply embedded
• hallmarks of a ‘bootstrap’ problem
Innumeracy
• a passive state – invisible– lack of awareness of cognitive deficit
• maths learning affected by attitudes & inhibited by fear– inextricable link between adult innumeracy & math-
aversion
• an active state – a choice to remain innumerate– conscious, voluntary– unconscious, involuntary
Maths anxiety
• learned response rather than innate behaviour
• impact of early maths learning experiences
• poor teaching, humiliation, belittlement
• by association with influential maths-anxious others
Origin of poor maths attitudes
• maths anxiety firmly rooted in primary school years– impact of primary school teachers– school & curriculum practices– children’s developmental immaturity (Piaget)
• middle/late primary school years are critical
Facts from TIMMS 2003
• Over critical 4 yrs, 60-70% at risk (or worse) of being ‘turned off’ maths
• Causal factors:– attributes of primary teachers– attributes of pre-service primary teachers– framework of educational systems, schools,
curriculum practices
*same cohort sampled (1995/99) * * different cohorts (2003)
Schools
• 38% of class time for literacy compared with 18% of class time for numeracy (Australia)
• International average: 16% of class time spent on 4th grade maths
• Lack of specialist teachers– only 1 in 9 Australian primary schools have specialist
numeracy teachers– other specialist teachers:
• literacy (51%), music (47%), physical education (46%)
Teachers (in-service and pre-service)
• Internationally, 25% of 4th-grade primary teachers have a post-secondary math specialization (Australia: 17% & UK/USA: 8%)– can’t assume these are numeracy specialists
• 80% are female; average 16 yrs teaching experience
• 90% of 4th-graders taught by teachers who feel ‘ready to teach the topics in number, algebra, measurement, and data’
• How many are ‘covertly innumerate’ at Maguire and O’Donoghue’s (2002) integrative level?
Speedy Report (Australia, 1989)
• Stressed importance of high-order mathematical knowledge and competency
• ‘serious concerns’ over very poor maths knowledge of new student primary teachers
• In US, similarly, student teachers rated sig. below norms for general population
• Several more recent studies:– lack of conceptual understanding– overt negativity & maths anxiety
Student primary teachers & IMAES
• Sample cohort: 26 participants in double degrees
• B.Ed. with B.A. or B.Sc.
81% female
>50% with no secondary maths after Year 11
19.4% with secondary maths to Year 10 only
31% with B.Sc. as second degree
Results
• Females fared worse than males in all constructs
• Comparison with previous results for all commencing undergrads:– student teachers fared worse than other students in
primary constructs of:• maths-anxiety
• maths-attitude
• maths self-efficacy beliefs
Discussion & Conclusion
• 4 main dimensions:– Abstract curriculum content vs Piaget’s
developmental stages– Time allocated to maths teaching & learning in
primary schools– Teachers’ expertise and preparedness– Attitudes & anxieties of pre-service primary teachers
• maths attitudes, anxieties, and self-efficacy beliefs of many pre-service primary teachers are profoundly unfavourable and detrimental to their future responsibilities
• teachers’ maths anxiety and limited conceptions spark maths anxiety and negative attitudes in their pupils
• innumeracy is perpetuated as maths anxiety is ‘passed on’