What is the level of anxiety, attitude and mathematical knowledge of future teachers after receiving their first mathematics subject?
DOI:
https://doi.org/10.47553/rifop.v99i38.2.100184Abstract
Students who access the Primary Education Degree have different knowledge and feelings towards mathematics and they all receive the same mathematics subjects and their didactics. The objective of this study is to know the level of anxiety, attitude and knowledge of future primary school teachers after receiving their first mathematics subject. Through an incidental procedure, 323 2nd and 3rd grade students participated during two consecutive academic years to which two scales were applied, one for attitude and another for anxiety, Likert type (1-5) and a test of elementary mathematical knowledge. The students of 3rd year with respect to those of 2nd year increase their anxiety towards mathematics, their attitude towards mathematics is not greater, they see them as more useful and less enjoyable. Increases confidence and decreases motivation towards mathematics. By gender, men have a better attitude in 2nd and 3rd years and women have greater anxiety in 2nd and 3rd years, one in four men does not see mathematics as useful after receiving their first mathematics subject and two out of three do not like it, while in women one out of six does not see it as useful and five out of seven do not like it. The mathematical affective-emotional domain does not improve after receiving their first mathematics subject and its didactics, but the results on mathematical knowledge increase.
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