TY - JOUR

T1 - Mathematics, mindsets, and what it means to be do-ers of math

AU - Latterell, Carmen M.

AU - Wilson, Janelle L.

N1 - Publisher Copyright:
© 2022 Educational Studies Association of Ireland.

PY - 2024

Y1 - 2024

N2 - In this study, a sample (N = 55) of preservice elementary teachers were asked what it takes to be good at math and whether or not they seem themselves as ‘do-ers’ of math. An examination of their responses to both a Likert Scale and corresponding open-ended questions revealed five key themes: having a good attitude, being a good student, practicing, possessing particular numeric skills, and natural ability. Yet, despite their personal willingness to work hard and have a good attitude, many indicated that they do not see themselves as good at math–e.g. only 38% agreed with the statement ‘I am good at math’. Thus, there is a contradiction in beliefs: These preservice elementary teachers believe that to be good at math, one must practice math. They see themselves as willing to practice math. Yet, they do not see themselves as ‘do-ers of math’. Their responses express a troubling disconnect, as they see themselves trying to be good at math, but not necessarily succeeding. Analysis of these intriguing findings prove instructive for enhancing the preparation of future elementary school teachers.

AB - In this study, a sample (N = 55) of preservice elementary teachers were asked what it takes to be good at math and whether or not they seem themselves as ‘do-ers’ of math. An examination of their responses to both a Likert Scale and corresponding open-ended questions revealed five key themes: having a good attitude, being a good student, practicing, possessing particular numeric skills, and natural ability. Yet, despite their personal willingness to work hard and have a good attitude, many indicated that they do not see themselves as good at math–e.g. only 38% agreed with the statement ‘I am good at math’. Thus, there is a contradiction in beliefs: These preservice elementary teachers believe that to be good at math, one must practice math. They see themselves as willing to practice math. Yet, they do not see themselves as ‘do-ers of math’. Their responses express a troubling disconnect, as they see themselves trying to be good at math, but not necessarily succeeding. Analysis of these intriguing findings prove instructive for enhancing the preparation of future elementary school teachers.

KW - Mindset

KW - elementary teachers

KW - learning math

KW - math identity

KW - motivation

UR - http://www.scopus.com/inward/record.url?scp=85132849102&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85132849102&partnerID=8YFLogxK

U2 - 10.1080/03323315.2022.2093253

DO - 10.1080/03323315.2022.2093253

M3 - Article

AN - SCOPUS:85132849102

SN - 0332-3315

VL - 43

SP - 503

EP - 514

JO - Irish Educational Studies

JF - Irish Educational Studies

IS - 3

ER -