Symbolic Drawings Reveal Changes in Preservice Teacher Mathematics Attitudes After a Mathematics Methods Course

摘要

A new method of analyzing mathematics attitudes through symbolic drawings, situated within the field of Jungian-oriented analytical psychology, was applied to 52 preservice elementary teachers before and after a mathematics methods course. In this triangulation mixed methods design study, pretest images related to past mathematics experiences drawn by prospective teachers were 63.2% negative in tone, and listed associated emotions were 60.4% negative; on the posttest these changed significantly to 72.1% positive images, with 70.5% positive associated emotions. The qualitative analysis of images and preservice teacher interpretations of them indicate that mathematics anxiety decreased and motivation changed from extrinsic to intrinsic as a result of the course. Pretest images and interpretations focused primarily on grades, unhappiness, time and pressure, struggle, and lack of success. Posttest images and interpretations revealed (a) greater understanding of mathematical concepts through use of concrete materials; (b) greater engagement in mathematics through interesting activities and discourse with peers; and (c) a sense of accomplishment from teaching practicum lessons. Because the drawing exercise helped students connect with their previously unconscious images of mathematics, thereby helping to shift the mathematics anxiety complex toward a more positive affective state, it is recommended that these activities be part of mathematics methods courses.