1. Passing it on: linking adult innumeracy to mathematics attitudes, low self-efficacy beliefs, and math-anxiety in student primary teachers Dr Chris Klinger University of South Australia chris.klinger@unisa.edu.au

2. Introduction Connection between adult innumeracy and maths- anxiety –Common origin found in primary education & role or primary teachers –IMAES survey of pre-service primary teachers –Negative findings more extreme than for other undergraduates –profound implications for adult numeracy Not whether so many adults lack adequate numeracy skills but why? endemic adult innumeracy is deeply embedded hallmarks of a ‘bootstrap’ problem

3. Innumeracy a passive state – invisible –lack of awareness of cognitive deficit maths learning affected by attitudes & inhibited by fear –inextricable link between adult innumeracy & math- aversion an active state – a choice to remain innumerate –conscious, voluntary –unconscious, involuntary

4. Maths anxiety learned response rather than innate behaviour impact of early maths learning experiences poor teaching, humiliation, belittlement by association with influential maths-anxious others

5. Origin of poor maths attitudes maths anxiety firmly rooted in primary school years –impact of primary school teachers –school & curriculum practices –children’s developmental immaturity (Piaget) middle/late primary school years are critical

6. Facts from TIMMS 2003 Over critical 4 yrs, 60-70% at risk (or worse) of being ‘turned off’ maths Causal factors: –attributes of primary teachers –attributes of pre-service primary teachers –framework of educational systems, schools, curriculum practices Enjoy learning maths * Self-confidence in learning maths ** Agree a lotDisagreeHighLow 4 th grade46% (50%)16% (22%)55%11% 8 th grade25% (29%)31% (35%)40%22% Difference-46% (-27%)94% (59%)-27%100% * same cohort sampled (1995/99) * * different cohorts (2003)

7. Schools 38% of class time for literacy compared with 18% of class time for numeracy (Australia) International average: 16% of class time spent on 4th grade maths Lack of specialist teachers –only 1 in 9 Australian primary schools have specialist numeracy teachers –other specialist teachers: literacy (51%), music (47%), physical education (46%)

8. Teachers (in-service and pre- service) Internationally, 25% of 4 th -grade primary teachers have a post-secondary math specialization (Australia: 17% & UK/USA: 8%) –can’t assume these are numeracy specialists 80% are female; average 16 yrs teaching experience 90% of 4 th -graders taught by teachers who feel ‘ready to teach the topics in number, algebra, measurement, and data’ How many are ‘covertly innumerate’ at Maguire and O’Donoghue’s (2002) integrative level?

9. Speedy Report (Australia, 1989) Stressed importance of high-order mathematical knowledge and competency ‘serious concerns’ over very poor maths knowledge of new student primary teachers In US, similarly, student teachers rated sig. below norms for general population Several more recent studies: –lack of conceptual understanding –overt negativity & maths anxiety

10. Student primary teachers & IMAES Sample cohort:  26 participants in double degrees B.Ed. with B.A. or B.Sc.  81% female  >50% with no secondary maths after Year 11  19.4% with secondary maths to Year 10 only  31% with B.Sc. as second degree

11. Results Females fared worse than males in all constructs Comparison with previous results for all commencing undergrads: –student teachers fared worse than other students in primary constructs of: maths-anxiety maths-attitude maths self-efficacy beliefs

12. CHARTS Comparison of aggregate scales in three primary domains by student type

13. TABLES

16. Discussion & Conclusion 4 main dimensions: –Abstract curriculum content vs Piaget’s developmental stages –Time allocated to maths teaching & learning in primary schools –Teachers’ expertise and preparedness –Attitudes & anxieties of pre-service primary teachers

17. maths attitudes, anxieties, and self-efficacy beliefs of many pre-service primary teachers are profoundly unfavourable and detrimental to their future responsibilities teachers’ maths anxiety and limited conceptions spark maths anxiety and negative attitudes in their pupils innumeracy is perpetuated as maths anxiety is ‘passed on’