Date of Award

Spring 5-1-2004

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum, Instruction, and Media Technology

First Advisor

Susan Powers

Second Advisor

Thomas S. Dickinson

Third Advisor

Sue Kiger

Abstract

This study examines the effects of the Multiple Intelligence Theory on the beliefs and attitudes of pre-service teachers about mathematics and mathematics pedagogy. It identifies the influence of MI Theory on the beliefs and attitudes of pre-service teachers about teaching mathematics and how past performance in the study of mathematics influences beliefs and attitudes about teaching mathematics. The National Council of Teachers (NCTM) has called for changes in the preservice preparation of mathematics teachers. One of the main components of its Standards on Teaching ( 1991) is providing the pre-service teacher with opportunities to examine and revise their beliefs about teaching mathematics and also how students learn. One of the reasons for negative beliefs and attitudes of pre-service teachers about mathematics could be past experiences as a math student, the influence of prior teachers, or teacher preparation programs. This cycle of negativity toward mathematics and the teaching of mathematics must be broken. This study offers important insights for university math methods courses for pre-service teachers. Using Gardner's Theory of Multiple Intelligences, the study was undertaken on the campus of a small, private liberal arts institution in Kentucky in the fall semester of 2003. Focusing on the beliefs and attitudes of approximately sixty students enrolled in two sections of Math 101 and 102, mathematics content and method courses designed specifically for elementary education majors, the study investigated how exposure to MI Theory can influence teacher education. Data was collected from a pre/post belief and attitude survey and from the results of interviews and student reaction forms from the three MI activities: Popcorn Project, Drip Heads, and Bungee Barbie. The use of both quantitative and qualitative methodologies in the study was deliberate in order to give a more complete picture of the effects of MI Theory on the beliefs and attitudes of preservice teachers about mathematics and the teaching of mathematics. Since beliefs toward mathematics and the teaching of mathematics improved significantly from the beginning of the course to its conclusion, it is clear that the influence of MI Theory in the classroom is beneficial. With the pre-service teachers understanding and incorporating the MI Theory strategies into their own classrooms, the cycle of negativity toward mathematics can be broken.

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