A comparison of mathematical attitudes and competence if selected prospective and experienced elementary teachers in the state of Texas during the 1971-72 academic year

The purpose of the study was: (a) to determine if there was a significant relationship between the mathematical attitudes and competencies of prospective and experienced elementary teachers and the related variables germane to both samples; (b) to determine if there was a significant difference between the mathematical achievement of prospective and experienced elementary teachers; and (c) to determine if there was a significant difference between the attitudes toward mathematics of prospective and experienced elementary teachers. The study was based on a sample of 724 prospective and 284 experienced elementary teachers in the State of Texas during the 1972 Spring Semester. The prospective elementary teacher population was randomly selected from 13 Texas colleges and universities. Of the 13 institutions, seven were state and six were privately supported. The experienced elementary teacher sample was randomly selected from 10 suburban elementary schools (K-6) within the Greater Houston Area. The study was conducted over a period of four months during the 1972 Spring Semester. The four instruments used to obtain the data were: (a) a 15 item prospective elementary teacher questionnaire; (b) a 19 item questionnaire designed for experienced elementary teachers; (c) the arithmetic achievement subtests of the Stanford Achievement Test., Advanced Battery, Form X; and (d) the Revised Math Attitude Scale. The statistical techniques used for analyzing the data collected from the instruments were product-moment correlation coefficients and t tests. Findings Results of the correlation coefficients and the t test values indicate that there were significant relationships between the: (a) prospective and experienced elementary teachers' arithmetic achievement, attitudes toward mathematics, and selected variables; and (b) prospective and experienced elementary teachers' arithmetic achievement and attitudes toward mathematics. In addition, significant differences in arithmetic achievement and attitudes toward mathematics were found to exist between the prospective elementary teachers attending state and those attending private schools. Conclusions. Experienced elementary teachers scored significantly higher in arithmetic applications and had a more positive attitude toward mathematics, than prospective elementary teachers. There were no significant differences between the arithmetic computations, concepts, and total achievement of the prospective and experienced elementary, teachers. Prospective elementary teachers attending private institutions had significantly higher arithmetic achievement and attitudes than those attending state institutions. In addition, the number of high school and college mathematics courses completed, appear to be the more dominant factors in determining positive attitudes toward arithmetic and arithmetic achievement. Recommendations On the basis of the conclusions of the study, the following recommendations are proposed: 1. That minimum high school mathematics requirements be established as a prerequisite for admission into elementary education programs at all state and private colleges and universities in Texas. 2. That all state and private colleges and universities establish a minimum mathematics requirement for all prospective elementary teachers. 3. That state and private institutions in the State of Texas require a mathematics methods course for all prospective elementary teachers.