Assistant Professor at Institute of Vocational Studies, FC- 31, Seikh Sarai Phase-2, Press Enclave Road, New Delhi 110017

BY Mrs. PARUL MAHESHWARI

Attitudes and beliefs are important aspects of human personality. Basically attitudes are psycho- social concept which indicates tendencies of human behaviour in different situation.

“The sum total a man’s inclinations and feelings, prejudices of bias, Pre-conceived notions, ideas, fears, threats and convictions about any specific topic.” (L L Thurstone and E. L. Chave.)

“An attitude may be defined as an emotionalized tendency organized through experience, to react positively or negatively towards a psychological object.” (H H Remmers, N N Gagne and J F Rummel)

The review of literature shows lack of research in this area. Teaching profession demands specific goals, passion for teaching, good intrapersonal and interpersonal skills and positive attitude towards the profession. As pre-service teachers, they will be required not only to understand the objectives, nature of mathematics, teaching strategies and delivery of lesson plan but also must have good attitude and beliefs towards their teaching. Attitude towards teaching mathematics and personal skill can also be changed by experience.

“Study of attitudes and beliefs of pre-service teachers towards mathematics teaching”

To understand the attitude of pupil teachers of affiliated Institutions to Indrapsrastha University towards teaching of mathematics in secondary classes.

To study beliefs about methods of teaching of pupil teachers of affiliated Institutions to Indraprastha University towards teaching of mathematics in secondary classes.

To study the problem faced by pre-service teachers of secondary school during SEP.

To study the confidence level of pre-service teachers of secondary school

Attitude: Attitude is the mode of behaviour which pre-service teacher can adopt positively or negatively in the classroom or outside of the classroom.

Beliefs: Beliefs are the one of expressed form of attitudes.Pre-Service Teachers: One year regular course for

developing teaching competencies, creativity and skills through face to face interaction.

Mathematics Teaching: Mathematics should be visualized as the vehicle to train a child to think, reason, analyze and to articulate logically.” (NPE-1986)

Population

Sample

Tool for the Study

Statistical Techniques

Population for the study was all pre-service teachers’

teaching mathematics at secondary level. In order to study

the attitude and beliefs of pre-service teachers, a random

sample technique were used.

Sample consists of 100 female pre-service teachers studying in affiliated colleges to GGSIPU.

Self constructed questionnaire was adopted. The validity was established after consulting with 5 experts. The questions which were ambiguous were removed. Out of 57 questions 35 were finally used in the questionnaire. Internal Reliability (0.69) was established through split – half method. There are five questionnaire indicators i.e. strongly disagree, disagree, neutral, agree and strongly agree. Scoring of the questionnaire for positive statements proceed from 1 to 5 and scoring of the questionnaire for negative statements proceed from 5 to 1.

Both quantitative and qualitative analysis was done. Frequency percentage was calculated and table prepared by calculation of assigned numerical value by the respondent.

The present study is limited to only GGSIP University, New Delhi.

The study is confined to only pre-service mathematics teachers.

S NO Statement Strongly disagree

Disagree Neutral Agree Strongly agree

1 2 3 4 5

1 Mathematics is a very worthwhile and necessary subject. 00 00 00 64 (16%) 420 (84%)

2 You feel change in yourself after school experience programme. 00 00 4 (4%) 288 (72%) 120 (24%)

3 ‘Mathematics for all’ do you agree with this statement. 00 8 (4%) 48 (16%) 192 (48%) 120 (32%)

5 Mathematics has its own language. 00 00 24 (8%) 304 (76%) 80 (16%)

6 Mathematics is a systematized, organized and exact branch of science. 00 00 72 (24%) 144 (36%) 200 (40%)

8 Always it gives accurate and reliable knowledge. 00 24 (12%) 36 (12%) 240 (60%) 80 (16%)

9 I want to develop my mathematical teaching skill. 00 00 24 (8%) 144 (36%) 280 (56%)

10 Mathematics is necessary for surviving in the environment. 00 00 48 (16%) 272 (68%) 80 (16%)

11 I believe teaching mathematics helps me with problem solving in other areas. 00 00 24 (8%) 256 (64%) 140 (28%)

12 A strong mathematics background could help me in my professional life. 00 00 36 (12%) 144 (36%) 260 (52%)

13 I get great deal of satisfaction out of solving student’s mathematics problem. 00 00 00 224 (56%) 220 (52%)

14 I have usually enjoyed teaching mathematics during teaching practice. 00 00 00 128 (32%) 340 (68%)

15 I like to solve new problems in mathematics. 00 00 12 (4%) 224 (56%) 200 (40%)

18 Mathematics teaching is a very interesting by integrating technology. 00 00 12 (4%) 288 (72%) 120 (30%)

21 Sometimes teaching mathematics is dull and boring. 60 (12%) 192 (48%) 84 (28%) 24 (12%) 00

22 When students hear word mathematics, they have feeling of dislike. 20 (4%) 128 (32%) 132 (44%) 80 (20%) 00

24 Teaching mathematics with use of ICT makes me feel uncomfortable. 100 (20%) 112 (28%) 96 (32%) 40 (20%) 00

25 I am unable to manage my mathematics class. 160 (32%) 256 (64%) 12 (4%) 00 00

27 I feel nervous when students asking cross questions. 140 (28%) 256 (64%) 24 (8%) 00 00

28 I have a lot of self-confidence while teaching mathematics. 4 (4%) 00 72 (24%) 224 (56%) 80 (16%)

29 I am comfortable that I could teach advance mathematics. 00 00 84 (28%) 256 (64%) 40 (8%)

32 The challenge of Mathematics appeals to me. 4 (4%) 8 (4%) 96 (32%) 176 (44%) 64 (16%)

33 I would like to avoid teaching mathematics. 56(56%) 80(40%) 12(4%) 0 0

34 Mathematics knowledge is exact, systematic, logical and clear so that once it is captured it can never be forgotten.

00 8(4%) 36(12%) 208(52%) 160(32%)

36 It is not only useful for different branches of science but also helps in its progress and organization.

00 00 12(4%) 272(68%) 140(28%)

37 It develops values among students. 00 8(4%) 96(32%) 208(52%) 60(12%)

39 You are facing difficulty selecting appropriate teaching strategies during SEP. 4(4%) 96(48%) 96(32%) 64(16%) 00

40 Affective and psychomotor domain cannot be achieved in the class. 80(16%) 192(48%) 96(32%) 8(4%) 00

44 You ever want to remove shortcoming of existing curriculum of Mathematics. 00 24(12%) 60(20%) 256(64%) 20(4%)

45 You have chosen this profession because it is very easy. 8(8%) 152(76%) 12(4%) 48(12%) 00

47 You always use problem solving method in teaching of algebra. 00 8(4%) 96(32%) 224(56%) 40(8%)

48 Inductive and Deductive method is most appropriate for teaching arithmetic. 00 8(4%) 48(16%) 240(60%) 100(20%)

52 Students are satisfied with my teaching. 00 8(4%) 12(4%) 320(80%) 60(12%)

53 Construction of an achievement test in Mathematics is an easy task. 00 48(12%) 168(56%) 40(20%) 12(12%)

57 Formative evaluation is better than summative evaluation. 00 00 72(24%) 224(56%) 20(20%)

As shown in Table 1, the first statement was related to the necessity of mathematics as a subject out of 100 respondents 84% respondents strongly agreed with the statements and 16% also agreed with the statement . Majority of respondents strongly agreed with the statement therefore it can be concluded that Mathematics is considered as worthwhile and necessary subject. Responses to the question about the school experience programme and its impact 24% strongly agreed and 72% agreed with the statements whereas only 4% respond neutrally. It can be understood that School Experience Programme has positive impact on them. NCF-2005 considered ‘Mathematics for All’ 32% respondent strongly agreed with the statement also 48% agreed with the statement, 16% have neutral attitude and very few disagreed with the statement. So it can be concluded that Mathematics is compulsory for all. Mathematics has its unique nature and own language -16% respondents agreed with the statement and also 76% agreed with the statement but very least have neutral attitude. Therefore majority of respondent agreed with the statement so we can say that the structure of mathematics is indeed the basis of its nature and is stronger than other school subjects.

The study revealed that mathematics is an interesting subject. Pre –service teachers considered mathematics is a worthwhile subject. The study shows that pre – service teachers felt change in behaviour after completion of School Experience Programme. Pre – service teachers understand the nature of Mathematics. They want to develop their Mathematical teaching skill through training. Pre – service teachers used integrating technology for making their lesson effective. Experience about classroom management was positive, a few Pre – service teachers losing their self confidence during teaching. Mathematics as a means of value inculcation among children considered positively. They were facing difficulty to select appropriate strategies and teaching learning experiences. As a teacher they consider that teaching profession is not an easy job, it needs patience self efficiency, competency, accountability and command over the subject

PRE –SERVICE TEACHERS

CURRICULUM DEVELOPERS

EDUCATIONISTS

TRAINING INSTITUTIONS

Interactive and innovative teaching-learning methods should be adopted by pre –service teachers.

Adequate teaching aids should be used.Pre –service teachers should develop positive attitude

towards evaluation tools and techniques.Interactive white board and different application software

like Geogebra should be used.Pre –service teachers should organize Mathematics quiz

and exhibition time to time.

Present curriculum does not more emphasize on skill development, so that skill based curriculum should be developed in place of conventional curriculum

Curriculum requires more innovative methods like e-learning, programmed learning, quiz and constructivist approaches for teaching of mathematics.

Educationists should provide sufficient professional

growth opportunity for pre –service teachers.

Educationists must understand the difficulties

facing by pre –service teachers and prepare

remedial programme for them.

Educationists must adopt innovative methods for

transacting the course content for B.Ed.

Programme.

Physical facility and funds should be adequately provided

pre –service teachers and teacher educator.

Appropriate infrastructure facility should be provided.

• I take this opportunity to express my gratitude to my colleague Dr. Letha Ram Mohan and Ms. Eram Aziz for helping me with research than wish to sincere thanks to all the students for their cooperation. I would like place on record my gratitude to the experts who help me in validating the questionnaire, my husband who gave me moral support to complete this research work.

1. Archer, J. (1999). Teacher’s beliefs about successful teaching and learning in mathematics.

2. Baskaran, K. (1991). Achievement motivation, attitude towards problem – solving and achievement in mathematics of standard X students in Devakottai educational districk, Ph.D., Edu, Algappa Univ.

3. Hariharan, D. (1992). Attitudes of high school students towards homework and their achievement in mathenatics. M.Phil., Edu., Madurai Kamaraj Univ.

4. James, Anice. (2010). Methods of Teaching Mathematics. Neelkamal publication Pvt. limited

5. Sorenson, H. (1948). Psychology in education. New York: McGraw hill company.

6. Sweeting, Kylle. (2011). Early years teachers attitudes towards mathematics. M.Ed. , Edu. Queensland University of Technology.

7. www.ncert.nic.in/rightside/links/pdf/framework/english/nf2005.pdf

8. Yadav. Chhangur Prasad. (1988). A study of the attitude of teachers towards new mathematics in secondary schools of Uttar Pradesh, Ph.D. , Edu. Patna Univ.

THANKS