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

Evelyn Agyei^1, , Clement Kwasi Mbowura² and Cheyuo Boniface Domonaamwin³

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

Cite this paper

Evelyn Agyei, Clement Kwasi Mbowura and 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

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.

Keywords

pre-service teachers, mathematic disposition, cognitive, affective, and conative disposition

Copyright

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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