Noticing Pre-Service Teachers' Attitudes Toward Mathematics in Traditional and Online Classrooms

Abstract

This chapter describes the implementation of a traditional (face-to-face) and an online module aimed at developing preservice elementary teachers' (PSETs') professional noticing skills and the extent to which participation in these modules affected their attitudes toward mathematics. Using the Attitudes Toward Mathematics Inventory (ATMI; Tapia & Marsh, 2004), statistical analyses revealed significant increases in each of the instrument's four factors (value, enjoyment, motivation, and self-confidence) for those enrolled in a traditional experience, while the online participants experienced significant change in only two factors (enjoyment and self-confidence). Overall, both groups experienced significant improvements in attitudes toward mathematics with no significant differences in the changes between the two groups.