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Dr Chris Klinger University of South Australia chris.klinger@unisa.au

Passing it on: linking adult innumeracy to mathematics attitudes, low self-efficacy beliefs, and math-anxiety in student primary teachers. Dr Chris Klinger University of South Australia chris.klinger@unisa.edu.au. Introduction. Connection between adult innumeracy and maths-anxiety

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Dr Chris Klinger University of South Australia chris.klinger@unisa.au

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  1. 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 Australiachris.klinger@unisa.edu.au

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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)

  7. 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%)

  8. 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?

  9. 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

  10. 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

  11. 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

  12. CHARTS Comparison of aggregate scales in three primary domains by student type

  13. TABLES

  14. TABLES

  15. TABLES

  16. 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

  17. 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’

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