Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals

This study examined how elementary teachers identified and set specific goals to improve their mathematics teaching using the framework of the Ten Dimensions of Mathematics Education (McDougall, 2004). This qualitative study investigates the beliefs and attitudes of four Grade 6 teachers using data collected from interviews and surveys. Based on the evidence found in this study, a relationship exists between teachers’ beliefs and attitudes towards teaching mathematics, their professional learning goals, their instructional practices and student achievement. There were three major findings: (1) teachers’ goals were linked to their weakest dimension and were student centered; (2) teachers’ beliefs on constructing knowledge are not aligned with current mathematics education thinking; and (3) professional development, collaboration, and parental involvement also influenced teachers’ goal setting process. Suggestions for teacher professional learning sessions are discussed, including additions to the teacher change model (Ross Bruce, 2007).M.A