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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