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

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.