Author(s):
Elementary teachers tend to hold unproductive dispositions toward mathematics, which are unproductive long before they enter the classroom as teachers. Previous research has shown that preservice elementary teachers (PSET) (i.e., those majoring in elementary education) generally hold the most unproductive dispositions toward math of any college major. Having unproductive math dispositions can result in low efficacy, avoidance, and modeling these dispositions for future students. The purpose of this project is to: 1) measure baseline math dispositions, including anxiety, efficacy, mindset, and avoidance, in PSETs enrolled in a mathematics content course with both self-report measures and eye-tracking methods, and 2) implement self-regulatory interventions to help PSETs regulate their thoughts and emotions to promote more productive math dispositions. The project is at the end of year 1, and we will report on our current baseline data regarding mathematical dispositions in our sample of PSETs and the utility of eye-tracking methods for measuring mathematical dispositions. We will also provide information on our upcoming activities including interventions, which will be implemented in fall 2024.
Coauthors
Molly Jameson, University of Northern Colorado, Greeley, CO; Joanna Lewis, University of Northern Colorado, Greeley, CO; Gulden Karakok, University of Northern Colorado, Greeley, CO; Katie Morrison, University of Northern Colorado, Greeley, CO; Caterina Azzarello, University of Northern Colorado, Greeley, CO
