A Film Intervention Program for Changing Mathematics Attitudes of Prospective Elementary Teachers

Abstract

An attitude treatment film intervention program for prospective elementary teachers was carried out in a mathematics content course at McNeese State University. Three films were shown to the students during the first two weeks of the course. Each of the three films shown was preceded and followed by written enhancement exercises. Four mathematics attitudes were studied: math anxiety, sex bias toward mathematics, belief in the practicality of mathematics, and appreciation of the creative aspect of mathematics. Students were given a standardized achievement test at the beginning and end of the course. An attitude inventory scale was administered before the film treatment, immediately after the treatment was completed, and at the end of the course. A significant positive change (p < .05) was noted in sex bias attitudes. There was a slight positive change in practicality attitudes. Achievement was found to be significantly correlated with math anxiety, practicality and appreciation of the creative aspect, but not with sex bias. Six class sections and two teachers were involved in the study. A significant (p < .05) teacher effect was noted for each of the attitudes, but not for achievement.