Return to search

The Effects of the IAM Workshop on Preservice Teachers' Perceptions and Attitudes on Integrating Art and Mathematics In Saudi Arabia

This mixed-methods dissertation used an explanatory sequential design to examine art and mathematics preservice teachers' perceptions and attitudes towards integrating art and mathematics (IAM) after an IAM workshop. The conceptual framework of this study has its basis in three theoretical sources: constructivism, multiple intelligence theory, and semiotics. Each of these sources provides a conceptual lens to examine art integration in the curriculum and the teacher's role in facilitating this instructional process. Participants of this study included two sub-groups at a large university in Saudi Arabia. The first sub-group was preservice teachers of art education. The second sub-group was preservice teachers of mathematics. Quantitative and qualitative results indicated that the IAM workshop had positive impacts on art and mathematics preservice teachers' attitudes and perceptions of IAM. Participants attributed more value to art, were more willing to apply IAM, and felt that there was less barriers for applying IAM. The study also indicated differences between art and mathematics preservice teachers' attitudes towards IAM. The differences were due more to art value than willingness or barriers. After the IAM workshop, mathematics preservice teachers put more emphasis on the importance of art to mathematics, especially with respect to making mathematics a more enjoyable subject.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc1538756
Date08 1900
CreatorsMereie, Iman Ali
ContributorsLaney, James D., Kalin, Nadine, Pratt, Sarah, Wickstrom, Carol
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatx, 176 pages, Text
CoverageSaudi Arabia
RightsUse restricted to UNT Community, Mereie, Iman Ali, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved.

Page generated in 0.002 seconds