Perceptions and attitudes of student teachers
and their cognitive-metacognitive awareness in mathematics in colleges of education in Zambia
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The purpose of the study was to establish perceptions and attitudes of student teachers and their cognitive-metacognitive awareness in mathematics in colleges of education in Zambia. Although there has been abundant research into perceptions, attitudes and cognitive-metacognitive awareness in teacher education, relatively little research has focused on student teachers' perceptions and attitudes and their cognitive-metacognitive awareness in Zambia. Perception is a cognitive process through which individuals view, interpret, and understand their surroundings and environment and includes impres...
The purpose of the study was to establish perceptions and attitudes of student teachers and their cognitive-metacognitive awareness in mathematics in colleges of education in Zambia. Although there has been abundant research into perceptions, attitudes and cognitive-metacognitive awareness in teacher education, relatively little research has focused on student teachers' perceptions and attitudes and their cognitive-metacognitive awareness in Zambia. Perception is a cognitive process through which individuals view, interpret, and understand their surroundings and environment and includes impressions formed about objects, events, and people. Attitude towards mathematics denotes interest or feeling towards studying mathematics. It is the students' disposition towards 'like' or 'dislike' mathematics while attitude in mathematics means mathematical approach assumed by an individual for solving problems, assessing ideas and making decisions. It was not clear how student teachers perceived mathematics and their attitude towards it and what kind of cognitive-metacognitive skills and strategies they possess as they graduate from the colleges.
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