Perception of Teachers’ Attitudes and Training Competence of Teachers in the Field of Mathematics
Metadatos
Mostrar el registro completo del ítemEditorial
MDPI
Materia
Attitude Mathematics Mathematical competence
Fecha
2024-01-19Referencia bibliográfica
Sánchez-Mendías, J.; Miñán- Espigares, A.; Rodríguez-Fernández, S. Perception of Teachers’ Attitudes and Training Competence of Teachers in the Field of Mathematics. Educ. Sci. 2024, 14, 109. https://doi.org/10.3390/educsci14010109
Resumen
This article presents the results of a study on the perception that future teachers have in
relation to the attitudes their teachers showed towards mathematics during the Primary Education
stage, their level of competence in mathematics, and the possible relationship between both variables.
A questionnaire was administered to a sample of 488 future Primary School teachers, subjecting the
obtained data to a descriptive, multivariate, and inferential analysis in order to know the perception
of these attitudes, establish subject profiles, and know the incidence between this variable and mathematical
competence. The future teachers show an ambivalent perception of their teachers’ attitude
towards mathematics. Three profiles of subjects with negative, neutral, and positive perception are
set, with almost half of the sample included in the first two profiles. In the inferential study, values
that reflect a significant incidence between both variables are obtained. It is important that teachers
convey favourable attitudes towards mathematics to their students, since the more favourable they
are, the better the levels of competence obtained. To minimise this deficit, content and activities
aimed at improving mastery and encouraging the development of favourable attitudes towards this
discipline through specific actions should be incorporated into training programs.