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If not addressed, mathematics aversion can transfer into primary classrooms, harming pupils’ learning experiences and reinforcing adult innumeracy. The study reviews pre-service teachers’ perceptions using the IMAES instrument, analyzes a diagnostic skills test, and examines attitudes qualitatively via an open questionnaire, showing interventions can reduce aversion during teacher preparation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/addressing-adult-innumeracy-via-an-interventionist-approach-to-mathematics-aversion-in-pre-service-primary-teachers/588601/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/addressing-adult-innumeracy-via-an-interventionist-approach-to-mathematics-aversion-in-pre-service-primary-teachers/588601.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address regarding primary teachers?","Question",{"text":112,"@type":113},"It addresses how pervasive negative attitudes, low self-efficacy, and mathematics anxiety in pre-service primary teachers can lead to mathematics aversion that carries into primary classrooms, risking pupils’ mathematics learning and perpetuating adult innumeracy.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study assess pre-service teachers’ mathematics attitudes and competencies?",{"text":117,"@type":113},"It reviews perceptions using the IMAES instrument, analyzes results from a short but comprehensive diagnostic skills test administered to a comparable cohort, and examines attitudes qualitatively using an open questionnaire.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about interventions during teacher preparation programs?",{"text":121,"@type":113},"They suggest mathematics-related negative attitudes and anxiety are modifiable (“plastic, not steel”) and that appropriate interventions in pre-service preparation can considerably reduce the impact of mathematics aversion.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588601,1792167931,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Klinger, C. (2011). Addressing Adult Innumeracy Via an Interventionist Approach to Mathematics Aversion in Pre-service Primary Teachers. Adults Learning Mathematics: An International Journal, 6(2), 32-41  \nAddressing Adult Innumeracy Via an Interventionist Approach to Mathematics Aversion in Pre-service Primary Teachers  \nChristopher M. Klinger  \nUniversity of South Australia  \n[chris.klinger@unisa.edu.au](chris.klinger@unisa.edu.au)  \nAbstract  \nStudent primary teachers tend to have pervasive and frequently severe negative attitudes, low mathematics self-efficacy beliefs, and anxiety of mathematics that are more extreme than those of any other undergraduate student group. If unaddressed, such mathematics aversion will be carried into primary school classrooms, presenting a tangible and substantial risk to the mathematics learning experiences of generations of primary pupils and perpetuating the relationship between adult innumeracy and mathematics anxiety. Here, the role of primary teachers is considered via a specific focus on the mathematics attitudes and competencies of pre-service (student) primary teachers commencing their first year of Bachelor of Education (Junior Primary and Primary) degree studies. This involves, firstly, a review of an earlier study using the IMAES instrument developed by the author, which identifies the students’perceptions of mathematics, including their own capabilities; and secondly, analysis of the results of a short but comprehensive skills test administered to a different (but comparable) cohort so as to identify facets of the students’understanding of, and capacity to carry out, fundamental mathematical tasks. Finally, this latter cohort’s attitudes towards, and perceptions of, mathematics in the context of their experiences are examined from a qualitative perspective via an open questionnaire. The results provide evidence that the impact of mathematics aversion in primary teachers may be reduced considerably by appropriate interventions during pre-service teacher preparation programs.  \nIntroduction  \nThe endemic adult innumeracy found in most Western societies is inextricably linked with various levels of maths-anxiety and negative mathematics attitudes, together with an oftenprofound aversion to the learning of mathematics. An earlier study (Klinger, 2009) that sought a better understanding of the innumeracy problem, examined the connection between adult innumeracy and mathematics anxiety. This showed the origin of both to be located in the area of primary education, with a particular focus identified for the role of primary teachers, particularly in the middle to late years of primary education. While matters of curriculum content, pedagogy, and time allocated to mathematics teaching and learning activities were identified as problematic areas, of particular relevance to the present work were the dimensions relating specifically to characteristics of teachers. These were:  \n1. Teachers’expertise and preparedness to teach mathematics effectively; and  \n2. The attitudes and anxieties of teachers and prospective teachers.  \nIf one accepts that attitudes and perceptions are defining character attributes, it is perhaps an obvious conclusion that student teachers will ultimately carry theirs into primary school classrooms. If their views of mathematics are profoundly negative, there are deep implications 32 Adults Learning Mathematics – An International Journal  \nfor the perpetuation of poor early mathematics learning experiences and hence, ultimately, for adult numeracy concerns.  \nThe role of primary teachers in the relationship between adult innumeracy and mathematics anxiety is examined here via a specific focus on the mathematics attitudes and competencies of pre-service (student) primary teachers commencing their first year of Bachelor of Education (Junior Primary and Primary) degree studies. First, the mathematics attitudes, self-efficacy beliefs, and mathematics anxiety of one cohort, ","cbCaivpTrv5JQ4aO","https://ap.wps.com/l/cbCaivpTrv5JQ4aO","pdf",257692,"English","# Abstract\n# Introduction\n## Adult innumeracy, math anxiety, and teacher characteristics\n## Study focus and research approach","[{\"question\":\"What problem does the paper address regarding primary teachers?\",\"answer\":\"It addresses how pervasive negative attitudes, low self-efficacy, and mathematics anxiety in pre-service primary teachers can lead to mathematics aversion that carries into primary classrooms, risking pupils’ mathematics learning and perpetuating adult innumeracy.\"},{\"question\":\"How does the study assess pre-service teachers’ mathematics attitudes and competencies?\",\"answer\":\"It reviews perceptions using the IMAES instrument, analyzes results from a short but comprehensive diagnostic skills test administered to a comparable cohort, and examines attitudes qualitatively using an open questionnaire.\"},{\"question\":\"What do the findings suggest about interventions during teacher preparation programs?\",\"answer\":\"They suggest mathematics-related negative attitudes and anxiety are modifiable (“plastic, not steel”) and that appropriate interventions in pre-service preparation can considerably reduce the impact of mathematics aversion.\"}]","Addressing Adult Innumeracy Via an Interventionist Approach to Mathematics Aversion in Pre-service Primary Teachers | PDF",1792065577,25]