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DOI

10.14221/ajte.2010v35n1.6

Abstract

Research on mathematics teaching and learning has recently focused on affective variables, which were found to play an essential role that influences behaviour and learning. Despite its importance, problem posing has not yet received the attention it warrants from the mathematics education community. Perceived self-efficacy beliefs have been found to be a strong predictor of mathematical performance, while problem posing is considered to be a fundamental ability in mathematical learning. On the other hand majority of research in this area present a positive relation between attitude toward mathematics and success. Therefore, it is shown that attitude toward mathematics is a determinative of success or failure. In this respect this study examines the effect of problem posing instruction on the attitudes toward mathematics and mathematics self-efficacy of elementary prospective mathematics teachers. The study used a pre-test–intervention–post-test experimental design. Quantitative research techniques were employed to gather, analyze and interpret the data. The sample comprised 82 elementary prospective mathematics teachers. In the result of data analysis, it was determined that the effect of problem posing instruction on the attitudes toward mathematics and mathematics self-efficacy of elementary prospective mathematics teachers was in a positive way and at significant level.

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Link to publisher version (DOI)

10.14221/ajte.2010v35n1.6