Pre-Service Teachers Attributions Towards Mathematics Success

Jacob Dasinger
Department of Mathematics and Statistics, University of South Alabama

This study examined the attributions of pre-service elementary teachers toward personal, peer, and future students’ course grade in mathematics.  Seventy-six students participated in the study.  Results indicated a significant relationship between personal, peer, and future students perceived successful and unsuccessful grades.  There were also significant differences in attributions among successful and unsuccessful students in personal, peer and future students’ grades.  Results were used to promote the relevance of how one’s thinking about what leads to success in mathematics could change depending on the setting, and how to prevent this from happening in themselves and their future students.