@inproceedings{5008474b5da24ddaa7cb709146049e8e,
title = "Attitudes versus achievement in pre-service mathematics teacher education",
abstract = "![CDATA[Attitudes are generally regarded as having been learnt and predispose an individual to action that has some degree of response consistency. The significance to pre-service primary teachers is in their influence upon teaching practices. Thus the early school experiences of pre-service teachers influence the formation of attitudes which in turn influence their classroom practices. These attitudes and practices may sometimes be at variance with the main direction of their tertiary teaching methods courses. Thus it is crucial in understanding pre-service teachers that these attitudes are made explicit and examined. In a larger study, pre-service primary teachers in their first mathematics pedagogy subject at the University of Western Sydney completed three surveys: an achievement test of the mathematics they would be expected to teach; a survey of their beliefs about mathematics, mathematics teaching and mathematics learning; and a survey of their attitudes towards mathematics. This paper only reports the data from the achievement test and the attitude survey, the relationships between these two constructs and the possible implications for teacher education.]]",
keywords = "mathematics teachers, education, training of, New South Wales, attitudes, Western Sydney (N.S.W.), Australia, Centre for Western Sydney",
author = "Beth Southwell and White, {Allan L.} and Jenni Way and Bob Perry",
year = "2005",
language = "English",
publisher = "Australian Association for Research in Education",
booktitle = "Australian Association for Research in Education 2005 conference papers",
note = "Australian Association for Research in Education. Conference ; Conference date: 02-12-2012",
}