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Description

This study explores the impact of experience on the affective views of preservice primary school teachers towards mathematics. As part of the investigation, the study sought to understand how preservice primary teachers experienced mathematics and concurrently, the participants' beliefs, values, attitudes and feelings associated with their mathematical experiences are explored. Data were gathered using both qualitative and quantitative modes. The participants were initially apprehensive and negative about mathematics, but after their course in mathematics education, their views generally improved. However, through their school- based practicum many regressed to their initial beliefs and feelings, thus indicating the fragility of their changes. A key factor in the development of the participants' affective responses to mathematics was the relationship they experienced with their teachers. The findings indicate that it is possible to bring about positive affective change, although long-term sustainability is dependent upon a complementary practicum experience.