Autobiographical stories from preservice elementary mathematics and science students: Implications for K-16 teaching

School Science and Mathematics, Nov 2000 by Ellsworth, Judith Z, Buss, Alan

Autobiographies are an effective tool for assessing students ' predispositions toward science and mathematics content and identifying any changes in attitude over time. The purpose of this study was to analyze autobiographies ofstudents enrolled in elementary education methods classes to determine the kinds of K-12 and college content course experiences affecting their perceptions of mathematics or science. Special attention was given to recollections of events that had positive or negative effects on students ' interest in and attitudes toward science or mathematics, their confidence in these areas, and transitions in attitude throughout their experiences. Ninety-eight autobiographies were collected and analyzed, revealing attitudes that were generally more positive than expected, five major emergent themes, and important information about when and why transitions in attitudes occurred

I never cared much for either subject [mathematics or science] .... It took me many years to overcome my feelings of being inadequate, and sometimes I still have some trouble.

I discovered a love for geology I never suspected I had until then.

Up until this point I had failed to see the real value of mathematics in my life. For the first time I enjoyed math. It was real.

- Preservice students' autobiographical comments

Attitudes can affect the way students view their abilities in mathematics and science and the choices they make (National Council of Teachers of Mathematics [NCTM], 1989; National Research Council [NRC], 1996; Tobias, 1993). Students' autobiographical stories reveal, however, that these attitudes are not static and can be influenced by experiences and interactions at different points in time, both in and out of school.

Autobiographies are an effective tool for assessing students' predispositions toward content areas and identifying any changes in attitude over time, for identifying general attitudes toward learning, and for encouraging students to share joys and fears in relation to these experiences. Autobiographies provide insights into students' mathematics and science experiences and help students make connections to feelings they currently hold about these subjects (Koch, 1990; Shaw & Chessin, 1996). It can be argued that students' memories of a particular classroom, teacher, or experience may not always be precise and, therefore, autobiographical accounts might not be completely accurate. What students remember, however, and the way they remember it are primary influences on their thinking as they describe attitudes and perceptions (Cole & Knowles, 2000; Meyer, 1993; Thompson, 1992; Yager & Penick, 1984). Meyer (1993) described a conversation with preservice students discussing the nature of evidence presented in an autobiography. While students felt that autobiographical recollections could be biased, they also saw the validity of such recollections, because if "we recall something a certain way, that is the way that it influences our present belief system" (p. 8). And as stated in an autobiographical excerpt reported by Cole and Knowles (2000), "My story is my reality. My story communicates my experience, and it is this experience that shapes my practice" (p. 45).

Many studies of preservice elementary teachers' mathematics attitudes have focused on anxiety and sources ofthese negative feelings (e.g., Hembree, 1990). These studies have used a variety of instruments identifying levels of confidence or levels of anxiety about mathematics, including rating scales (e.g., Brush, 1981; Bulmahn & Young, 1982; Kelly & Tomhave, 1985), open-ended question responses or oral interviews (e.g., Jackson & Leffingwell, 1999; Meyer, 1980; Trujillo & Hadfield, 1999) and, less often, autobiographies (e.g.,

Bulmahn & Young, 1982; Tobias, 1993). Common findings described as affecting students' attitudes negatively are teacher behaviors, an emphasis on correct procedures and answers, difficult content, testing, a lack of comprehension, perceived irrelevance of content, family attitudes, and peer attitudes (e.g., Bulmahn &Young, 1982; Hembree, 1990; Jackson & Leffingwell, 1999; Kelly & Tomhave, 1985; Meyer, 1980). Studies of students' attitudes in science reinforce many of these same findings when describing negative attitudes toward that subject (e.g., Atwater, 1994; Ebenezer & Zoller, 1993). Studies of anxiety issues using openended questions or autobiographical prompts have also included, to varying extents, descriptions of positive influences toward science and mathematics revealed in the data (e.g. Ebenezer & Zoller, 1993; Meyer, 1980; Trujillo & Hadfield, 1999).

Areas of transition, changes in attitudes, and effects on those changes in mathematics and science attitudes are not as clear in the literature. Autobiographies in which students reflect on their learning experiences are well suited to reveal these positive or negative transitions.

Through the autobiographical writing process, education students can see influences and experiences that affected their view at different points in time. This perspective helps them focus on what it means to teach and learn by considering the implications of their reflections to issues of pedagogy and content for their own future teaching (Brookfield, 1995; Cole& Knowles, 2000). Brookfield (1995) stated,