Mathematical dispositions among Hong Kong mathematics pre-service teachers: A metaphor-based exploration

Mathematical dispositions among Hong Kong mathematics pre-service teachers: A metaphor-based exploration

• Zhang, Qiaoping The Education University of Hong Kong
• Guo, Jing The Education University of Hong Kong
• Wei, Yicheng The Education University of Hong Kong

Asian Education and Development Studies, 2023

Emerald

2023

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
    • GCC Teaching Methods & Their Outcomes

Metaphor Mathematics Pre-service Teacher Mathematical Disposition

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Purpose: This study explored the mathematical dispositions of Hong Kong mathematics pre-service teachers (PSTs). It also constructed a mathematical disposition framework comprising their affective, cognitive and functional dispositions towards the subject. Design/methodology/approach: Thirty-one participants completed three structured metaphor tasks and one open-ended metaphor task in which they shared their views on mathematics. Responses were examined qualitatively and quantitatively. Coding based on thematic analysis was utilized to summarize the specific contents of the mathematical dispositions expressed by the PSTs, and a 5-level scoring scale was employed to evaluate the strength of the dispositions as represented by different metaphor types. Findings: The findings suggest that the mathematical dispositions of pre-service mathematics teachers were generally positive. However, the overall level was not high. The most prevalent metaphors used to describe mathematics were “rice”, “blue” and “dog”. Research limitations/implications: Hong Kong mathematics PSTs' mathematical dispositions are examined by using metaphorical tasks. Three categories are identified: affective, cognitive and functional dispositions towards mathematics. Originality/value: This study has proposed an original framework for describing mathematical disposition. Copyright © 2023 Emerald Publishing Limited.

• English

Journal Articles

• 20463162

• 10.1108/AEDS-09-2022-0120

https://bibliography.lib.eduhk.hk/en/bibs/5f5e5941

2023-08-10