The Effect of Constructivist Instructional-Based Mathematics Course on the Attitude Toward Geometry of Pre-Service Elementary School Teachers

Abstract

The purpose of this study is to investigate the attitude toward geometry of pre-service elementary school teachers and to explore the effects of the constructivist instructional-based mathematics course on the attitude. The math course used in this research is taught in a constructivist manner. A constructivist instructional-based mathematics course was designed to utilize hands-on activities, manipulatives, problem-solving approaches, and cooperative learning environment. In the beginning of the semester, an instrument, Utley Geometry Attitude Scales (UGAS), used to collect data. At the end of the semester, the UGAS was re-administered to the two classes by the researcher. The t-test results indicated that there was a statistically significant difference of the UGAS mean score between the preand posttest (p = 0.001), at the 0.01 significance level. Using  = 0.01 as the pre-study determined level of testing, there was sufficient evidence to reject the null hypothesis, regarding differences in the measure of pre-service elementary school teachers’ attitudes toward geometry collected at the beginning and end of the constructivist instructional methods based on mathematics course. Furthermore, the t-test results indicated that there was a statistically significant difference of the UGAS sub-scale mean score between the preand posttest (p = 0.001), at the 0.01 significance level. Using  = 0.01 as the pre-study determined level of testing, students demonstrated the significant change in UGAS sub-scales. The results clearly show an improved attitude toward geometry. This study demonstrated that constructivist instructional-based mathematics course had improved the attitude toward geometry. The National Council of Teachers of Mathematics (NCTM) has established goals involving students’ dispositions toward mathematics that include value, self-confidence, and interest. By studying pre-service elementary teachers’ attitudes toward geometry and the experiences that have played a crucial role in the development of these attitudes, teacher educators can use this information to develop training programs aimed at improving these attitudes.