An Intergenerational Study of the Mathematics Attitudes of Preservice Women Teachers and Their Mothers.
Open Access
- Author:
- Schanbacher, Kathleen Ann
- Graduate Program:
- Curriculum and Instruction
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- January 22, 2009
- Committee Members:
- Patrick Willard Shannon, Dissertation Advisor/Co-Advisor
Patrick Willard Shannon, Committee Chair/Co-Chair
John Daniel Marshall, Committee Member
Kimberly Anne Powell, Committee Member
Brandon B Hunt, Committee Member - Keywords:
- mathematics
attitudes
women
stereotyping
teacher preparation - Abstract:
- Math…it’s all around us in everything we do. Numbers, shapes, sizes, prices. With no other subject, it seems, do we experiences the same degree of love or hate relationship. Women, in this study, vocalize their feelings about mathematics. What shapes their attitudes toward mathematics, and how might that affect practice in elementary classrooms? Four undergraduate female collegiate elementary education majors are interviewed individually on three separate occasions in a qualitative, narrative, human science inquiry. Formative pasts, present attitudes, and future beliefs about teaching and mathematics are explored. Mothers are interviewed once, for intergenerational attitudes and influences upon their respective daughters. Discussion yields seven themes: beliefs about innate mathematical ability, parenting and mathematics, friends and the social consequences for women in mathematics, teachers, the classroom mathematics environment, beliefs about career equity for women in mathematics, and perceptions of women seeking mathematical opportunities today. Three of four dislike mathematics, perform poorly, subscribe to traditional sex role stereotypes, and cite a variety of supporting evidence, corroborated largely by their mothers. All are interested in improving their mathematical teaching skills, but three of four also admit to using elementary education as a complement to raising a family. In light of participants’ skills and beliefs about mathematics, and their respective motivations for entering the teaching profession, teacher educators may wish to reconsider traditional teacher preparation, addressing inadequate mathematical skills and recruitment of dedicated candidates. These troubling results beg further investigation.