Enhancing pre-service teachers' Attitudes and Self-efficacy in Geometry instruction through Mathematical Modeling

Abstract

This article explored the impact of a mathematical modelling intervention on pre-service teachers' attitudes, self-efficacy, and beliefs about teaching/learning geometry in Ghana. Following a convergent parallel mixed-methods design, pre-service teachers were assigned into the experimental (n=140) and control (n=51) groups. The experimental group participated in an 11-week model-eliciting activity intervention, and the control group received relationship-based instruction on geometry. Quantitative findings showed that the experimental group increased significantly in its attitudes toward modelling, and confidence in teaching geometry, and had constructivist beliefs about learning when compared to the control group, with large effect size (η² = 0.22–0.37). Some qualitative results indicated changes in pedagogy from more traditional to student centred, focusing on problem solving and critical thinking in real world situations. The study was consistent with Bandura’s Self-Efficacy Theory which suggests that mastery experiences; vicarious learning, and verbal persuasion contribute to teaching confidence. Findings promote the inclusion of mathematical modelling in teacher preparation to support creative, inquiry-based geometry instruction.

Keywords

• Mathematical modeling
• pre-service teachers
• geometry instruction
• self-efficacy
• teacher beliefs.

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