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Abstract

The purpose of this study was to investigate the nature of pre-service mathematics teachers’ attitudes toward and perceived effectiveness of a blogging activity included as a regular component of a college Euclidean Geometry course. Descriptive statistics regarding participants’ attitudes toward and perceived effectiveness of the blogging activity were gathered using a researcher developed instrument. Additionally, an inferential statistical test was performed to determine if a relationship exists between pre-service teachers’ attitude toward the blogging activity and their performance in the course as measured by the eight in-class quizzes administered throughout the semester. Similarly, an inferential statistical test was performed to determine if a relationship exists between pre-service teachers’ perceived effectiveness of the blogging activity and their performance in the course as measured by the eight in-class quizzes. The study was conducted in a Euclidean Geometry class designed for preservice mathematics teachers enrolled in a land grant university located in the western part of the United States. The results revealed that preservice mathematics teachers tended to enjoy participating in the blogging activity and perceived that the blogging activity was effective. Additionally, the results indicated that no relationships existed between performance in the course and either attitude toward the blogging activity or the perceived effectiveness of the blogging activity. These non-significant results suggest that mathematics teachers who want to incorporate a blogging activity in their courses should not be concerned about whether the students have a strong or weak background in mathematics, as both strong and weak students seem to enjoy and potentially benefit from the use of a blogging activity as a supportive teaching and learning tool.

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