Mathematical dispositions among Hong Kong mathematics pre-service teachers: a metaphor-based exploration

Abstract

Purpose

This study explored the mathematical dispositions of Hong Kong mathematics pre-service teachers (PSTs). It also constructed a mathematical disposition framework comprising their affective, cognitive and functional dispositions towards the subject.

Design/methodology/approach

Thirty-one participants completed three structured metaphor tasks and one open-ended metaphor task in which they shared their views on mathematics. Responses were examined qualitatively and quantitatively. Coding based on thematic analysis was utilized to summarize the specific contents of the mathematical dispositions expressed by the PSTs, and a 5-level scoring scale was employed to evaluate the strength of the dispositions as represented by different metaphor types.

Findings

The findings suggest that the mathematical dispositions of pre-service mathematics teachers were generally positive. However, the overall level was not high. The most prevalent metaphors used to describe mathematics were “rice”, “blue” and “dog”.

Research limitations/implications

Hong Kong mathematics PSTs' mathematical dispositions are examined by using metaphorical tasks. Three categories are identified: affective, cognitive and functional dispositions towards mathematics.

Originality/value

This study has proposed an original framework for describing mathematical disposition.

Citation

Zhang, Q., Guo, J. and Wei, Y. (2023), "Mathematical dispositions among Hong Kong mathematics pre-service teachers: a metaphor-based exploration", Asian Education and Development Studies, Vol. 12 No. 2/3, pp. 221-235. https://doi.org/10.1108/AEDS-09-2022-0120