Pre-service Teachers’ Perceptions of the Usefulness of Mathematics

Accounting students perform a variety of calculations in accounting courses, making mathematics
integral to the successful study of accounting. The purpose of the study was to determine pre-service
accounting teachers’ perceptions of the usefulness of mathematics in Bachelor of Education
Accounting courses at the higher education institution This study included a convenience sample of
255 pre-service accounting teachers from the University of KwaZulu-Natal in South Africa, and a
purposive sample of 18 students was drawn. Data collection was through Fennema-Sherman
Mathematics Attitude (F-SMAS), Usefulness of Mathematics Scale and an interview schedule
designed by the researcher. A sequential explanatory design and sampling were employed. Data
were analysed using SPSS for quantitative data and were transcribed and analysed qualitatively for
interviews. A significant difference was found between Mathematics and Mathematical Literacy
students on the usefulness of mathematics (p<0.05). Integrating accounting and mathematics
methods modules in an accounting method class will equip students with a repertoire of problemsolving
skills and mathematical ways of thinking.