Mathematics Attitude and Growth Mindset Among Filipino Preservice Teachers in Classroom-Based Learning: Basis for Inputs to a Mathematics Teaching Enhancement Program

Abstract

Developing a positive attitude toward mathematics and fostering a growth mindset are essential components in preparing effective future teachers. This study examined the mathematics attitude and growth mindset of Filipino preservice teachers in classroom-based learning as a basis for inputs to a mathematics teaching enhancement program. The study employed a descriptive–correlational research design involving 97 preservice teachers from a state university in the Philippines. Data were gathered using the Classroom-Based Mathematics Attitude and Growth Mindset Scale, which measured three domains: knowledge in teaching primary mathematics, teaching skills in mathematics, and confidence in teaching mathematics. Descriptive statistics, tests of normality, and nonparametric inferential statistics were utilized to analyze the data. Results revealed that preservice teachers demonstrated a high level of mathematics attitude and growth mindset (M = 3.77, SD = 0.56). Among the domains, knowledge in teaching primary mathematics obtained the highest mean (M = 3.92), followed by teaching skills (M = 3.79) and confidence in teaching mathematics (M = 3.59). Findings showed no significant differences in knowledge, teaching skills, and confidence when grouped according to age and sex. However, a significant difference was found in teaching skills when grouped according to year level, suggesting that preservice teachers in higher year levels tend to demonstrate stronger instructional skills. Correlation analysis further revealed significant positive relationships among knowledge, teaching skills, and confidence in teaching mathematics. The findings highlight the importance of strengthening preservice teachers’ mathematical knowledge, pedagogical skills, and teaching confidence. The results provide empirical inputs for developing a mathematics teaching enhancement program aimed at improving instructional competence and fostering positive mathematics attitudes among future teachers.