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The colonial fallacy that only a few persons are endowed with the capabilities to conceptualize mathematics, coupledwith the belief that society equates mathematical ability with intellectual superiority, have contributed to low levelsof mathematical self-concept and achievement among some students of mathematics. Some of these students arerequired to teach the subject as primary and secondary school teachers. This paper examines the influence of studentteachers’ beliefs, feelings and attitudes towards mathematics on their learning and teaching of mathematics. Thesample (N=165) comprises third and fourth year, male and female, full and part time students, who were enrolled inthe 4 year Bachelor of Education Programme at the Centre of Education Programmes, University of Trinidad andTobago. Data collection employed the use of the Fennema - Sherman 1976 Mathematics Attitudes Scale which wasadapted to formulate a 13 item survey instrument – Mathematics Attitude Survey (MAS). Regression analyses usingMANITAB statistical package indicate that beliefs, feelings and attitudes towards mathematics are determined bystudents’ feelings, expectations and perceived usefulness of mathematics. Gender did not emerge as a factor.

Student Teachers’ Beliefs, Feelings and Attitudes toward Mathematics Learning and Teaching at the University of Trinidad and Tobago