caa a22 4500 606187928 CHVBK 20210128100843.0 cr unu---uuuuu 210128e20151001xx s 000 0 eng 10.1007/s10857-015-9319-6 doi (NATIONALLICENCE)springer-10.1007/s10857-015-9319-6 Assessing attitudes toward mathematics across teacher education contexts [Elektronische Daten] [Cindy Jong, Thomas Hodges] This article reports on the development of attitudes toward mathematics among pre-service elementary teachers (n=146) in relation to their experiences as K-12 learners of mathematics and experiences within a teacher education program. Using a combination of the Rasch Rating Scale Model and traditional parametric analyses, results indicate that significant changes in attitudes occurred over the duration of mathematics methods coursework and student teaching. Further, these changes can be explained, in part, by various teacher education experiences. In particular, having a student teaching experience with meaningful mathematics instruction played a significant role for those who entered with negative attitudes toward mathematics. Springer Science+Business Media Dordrecht, 2015 Pre-service elementary teachers nationallicence Mathematics attitudes nationallicence Survey research nationallicence Jong Cindy University of Kentucky, 105 Taylor Education Building, 40506, Lexington, KY, USA aut Hodges Thomas University of South Carolina, Wardlaw 105, 29208, Columbia, SC, USA aut Journal of Mathematics Teacher Education Springer Netherlands 18/5(2015-10-01), 407-425 1386-4416 18:5<407 2015 18 10857 https://doi.org/10.1007/s10857-015-9319-6 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s10857-015-9319-6 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Jong Cindy University of Kentucky, 105 Taylor Education Building, 40506, Lexington, KY, USA aut NATIONALLICENCE 700 1- Hodges Thomas University of South Carolina, Wardlaw 105, 29208, Columbia, SC, USA aut NATIONALLICENCE 773 0- Journal of Mathematics Teacher Education Springer Netherlands 18/5(2015-10-01), 407-425 1386-4416 18:5<407 2015 18 10857