Development of primary school pre-service teachers’ affective domain in mathematics

Authors

  • José M. Marbán Universidad de Valladolid
  • Andrés Palacios Universidad de Valladolid
  • Ana Maroto Universidad de Valladolid

DOI:

https://doi.org/10.35763/aiem.v0i18.286

Abstract

One key element to improve any educational system is pre-service teacher training, with the construction of the teaching profile particularly influenced by affective-emotional mathematical factors. The aim of this work is to determine whether university education produces changes in the mathematical affective domain of primary school pre-service teachers. By means of a longitudinal design applied to 414 students of the Primary Education Degree and General Linear Models of Repeated Measures, we compared affective-emotional aspects at the beginning and at the end of the training. Results indicate a decrease in positive mathematical attitudes and emotions. We conclude about the need of both: 1) paying greater attention to the affective domain in mathematics in pre-service teacher training programs and 2) developing intervention programs on this domain at such initial educational stage.

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Published

2020-11-01

How to Cite

Marbán, J. M., Palacios, A., & Maroto, A. (2020). Development of primary school pre-service teachers’ affective domain in mathematics. Advances of Research in Mathematics Education, (18), 73–86. https://doi.org/10.35763/aiem.v0i18.286

Issue

No. 18 (2020)

Section

Artículos

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