Original Research

Investigating groupings in pre-service accounting teachers’ attitudes towards mathematics

Msizi Mkhize
The Journal for Transdisciplinary Research in Southern Africa | Vol 18, No 1 | a1125 | DOI: https://doi.org/10.4102/td.v18i1.1125 | © 2022 Msizi Mkhize | This work is licensed under CC Attribution 4.0
Submitted: 02 August 2021 | Published: 31 March 2022

About the author(s)

Msizi Mkhize, School of Accounting, Economics and Finance, College of Law and Management Studies, University of KwaZulu-Natal, Durban, South Africa


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Abstract

Background: A distinct mathematics proficiency is required in the study of accounting. The students’ success depends on attitudes towards mathematics that influence the participation rate of students in accounting modules.

Aim: The main aim of the study was to investigate groupings in pre-service accounting teachers’ attitudes towards mathematics.

Setting: The setting of the study was a higher education institution (HEI). This study was based on a survey of pre-service accounting teachers about their attitudes towards mathematics

Methods: This study used Fennema-Sherman Mathematics Attitudes Scales (F-SMAS). A convenient sample of the study was 255 Bachelor of Education (Accounting) students (first year = 143, second year = 77 and third year = 35). Data were analysed using descriptive and inferential statistics with p < 0.050 level of significance.

Results: The study found that mathematical ability, family, home context and geographical location were significant factors in determining attitudes towards mathematics and subsequent study of accounting.

Conclusion: The study offers practical insights to navigate attitudes towards mathematics of students with the aim of setting mathematics support interventions given the several challenge students encounter in mathematics.


Keywords

investigating; groupings; attitudes towards mathematics; pre-service accounting teachers; mathematics; accounting

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