Attitude change of prospective elementary school teachers toward arithmetic

The importance of attitudes as one aspect of the teaching and learning of arithmetic has been well established in educational literature. Studies by Dutton (1, 2, 3),* Billig (4), and Bendig and Hughes (5) are representative of methods used to collect data on attitudes toward arithmetic and mathematics. The search for more adequate questionnaire and sampling techniques and factors underlying attitudes toward these subjects continues to be an important area for research.