Evolution of primary school students' attitudes toward mathematics following changes in classroom culture

Authors

  • Sergio Martínez-Juste Universidad de Zaragoza
  • Pablo Beltrán-Pellicer Universidad de Zaragoza
  • Manuel Jesús Siaba-Lestón
  • Gregorio Morales-Ordoñez

DOI:

https://doi.org/10.47553/rifop.v39i2.114622

Abstract

Both the primary education Spanish curriculum and many national and international studies highlight two key elements for improving mathematics learning: attention to the social and affective domain and generalizing approaches to teach mathematics through problem-solving. This study explores how changes in the approach to mathematics teaching experienced by a group of primary students as they transition from 3rd to 4th grade and from 4th to 5th grade influence their beliefs about mathematics. Specifically, three components of the affective domain are analyzed: views on mathematics, mathematical self-concept, and emotional domain. The results show that the transition from an instrumental model to a relational one promotes a richer view of mathematical activity among students, improves self-concept, and fosters the emergence of positive emotions towards mathematics. Additionally, the return to an instrumental model leads to the emergence of negative emotions towards mathematics in students who have developed a relational view of mathematics. These findings point to the importance of classroom culture in the affective domain of students and, therefore, how appropriate classroom culture can contribute to improving mathematics learning and reducing undesirable outcomes in national and international assessments, such as the gender gap.

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Published

2025-08-13

How to Cite

Martínez-Juste, S., Beltrán-Pellicer, P., Siaba-Lestón, M. J., & Morales-Ordoñez, G. (2025). Evolution of primary school students’ attitudes toward mathematics following changes in classroom culture. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 39(2), 21–34. https://doi.org/10.47553/rifop.v39i2.114622

Issue

Vol. 39 No. 2 (2025): Educación en transformación. Democracia, inclusión e innovación desde las aulas

Section

Monográfico

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