An overview of the mathematical beliefs system of pre-service teachers

Santiago Hidalgo Alonso, Ana Maroto Sáez y Andrés Palacios Picos

Abstract:The study of affective factors has responded to uncertainties present in some processes of teaching and learning mathematics. In this paper we propose to study one of the components of the affective domain: mathematical beliefs; in particular, we are interested in making a categorization system of mathematical beliefs of future teachers and knowing the verbal associations engaged on mathematics. In a sample of more than a thousand students of the Degree of Master of Primary Education of ten public universities in Spain, we applied a Likert scale of mathematical beliefs. Statistical analysis indicates that the associations that future teachers do about maths are at the cognitive and metacognitive (knowledge strategies). However, regarding their experiences with mathematics, the students show a strong, mostly negative, with respect to the self-concept, the tasting to mathematics, the affective component and the causal attributions and the positive
assessment of their social connection: usefulness and necessity.

Keywords: pre-service teachers, affective domain, mathematical beliefs system, academic performance, statistic analysis.

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Una aproximación al sistema de creencias matemáticas en futuros maestros

Santiago Hidalgo Alonso, Ana Maroto Sáez y Andrés Palacios Picos

Resumen:El estudio de los factores afectivos ha dado respuesta a incógnitas presentes en algunos procesos de enseñanza-aprendizaje de las matemáticas. En este trabajo nos proponemos
estudiar uno de los componentes del dominio afectivo: las creencias matemáticas; en particular, nos interesa realizar una categorización del sistema de creencias matemáticas de los futuros maestros y conocer las asociaciones verbales que realizan sobre las matemáticas. A una muestra de más de mil estudiantes del Grado de Maestro en Educación Primaria de diez centros universitarios públicos de España, se les aplicó una escala tipo Likert sobre
creencias matemáticas. El análisis estadístico nos indica que las asociaciones que los futuros docentes realizan sobre las matemáticas se sitúan en lo cognitivo y metacognitivo(estrategias de conocimiento). Sin embargo, en lo relativo a sus vivencias con las matemáticas, manifiestan un fuerte componente afectivo, mayoritariamente negativo, respecto al autoconcepto, al gusto y a las atribuciones de causalidad y una valoración positiva de su conexión
social: utilidad y necesidad.

Palabras clave: maestros, dominio afectivo, sistema de creencias matemáticas, rendimiento académico, análisis estadístico.


An overview of the mathematical beliefs system of pre-service teachers

Abstract:The study of affective factors has responded to uncertainties present in some processes of teaching and learning mathematics. In this paper we propose to study one of the components of the affective domain: mathematical beliefs; in particular, we are interested in making a categorization system of mathematical beliefs of future teachers and knowing the verbal associations engaged on mathematics. In a sample of more than a thousand students of the Degree of Master of Primary Education of ten public universities in Spain, we applied a Likert scale of mathematical beliefs. Statistical analysis indicates that the associations that future teachers do about maths are at the cognitive and metacognitive (knowledge strategies). However, regarding their experiences with mathematics, the students show a strong, mostly negative, with respect to the self-concept, the tasting to mathematics, the affective component and the causal attributions and the positive
assessment of their social connection: usefulness and necessity.

Keywords: pre-service teachers, affective domain, mathematical beliefs system, academic performance, statistic analysis.

descarga2