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Yazan, A. & Bin, M., P. (2016). Dispositions towards mathematics: elementary pre-service teachers in the Middle East. WEI International Academic Conference Proceeding. The West-East Institute.

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Article

College Pre-service Teachers’ Disposition to Mathematics as They Enter the College

1Mathematics and ICT Department, St Vincent College of Education, Yendi – Northern Region, Ghana

2Mathematics and ICT Department, Evangelical Presbyterian College of Education, Bimbila– Northern Region, Ghana

3Nusrat Jahan Ahmadiyya College of Education, Wa– Upper West Region, Ghana


American Journal of Educational Research. 2021, Vol. 9 No. 8, 498-503
DOI: 10.12691/education-9-8-5
Copyright © 2021 Science and Education Publishing

Cite this paper:
Evelyn Agyei, Clement Kwasi Mbowura, Cheyuo Boniface Domonaamwin. College Pre-service Teachers’ Disposition to Mathematics as They Enter the College. American Journal of Educational Research. 2021; 9(8):498-503. doi: 10.12691/education-9-8-5.

Correspondence to: Evelyn  Agyei, Mathematics and ICT Department, St Vincent College of Education, Yendi – Northern Region, Ghana. Email: amaachiaa86@gmail.com

Abstract

This is a descriptive study that aims to investigate pre-service teachers’ dispositions toward mathematics (cognitive, affective, and conative). 117 pre-service teachers were purposively sampled for the study. The purpose was to measure their disposition as they join the college community. The findings of this study show that the majority of college freshmen and fresh-women enter college with a negative disposition in all three functions (cognitive, affective, and conative) in mathematics. It was then concluded that a high percentage of these students have a negative disposition towards mathematics. It is recommended that college tutors develop their mathematics disposition by teaching most of the mathematics concepts through activities base.

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