Perception of Teachers’ Attitudes and Training Competence of Teachers in the Field of Mathematics
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 questi...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-01-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/14/1/109 |
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| author | Javier Sánchez-Mendías Antonio Miñán-Espigares Sonia Rodríguez-Fernández |
| author_facet | Javier Sánchez-Mendías Antonio Miñán-Espigares Sonia Rodríguez-Fernández |
| author_sort | Javier Sánchez-Mendías |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-08T10:59:37Z |
| format | Article |
| id | doaj.art-e52f20925e334bb8a8f4f87679924a9c |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-08T10:59:37Z |
| publishDate | 2024-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-e52f20925e334bb8a8f4f87679924a9c2024-01-26T16:10:51ZengMDPI AGEducation Sciences2227-71022024-01-0114110910.3390/educsci14010109Perception of Teachers’ Attitudes and Training Competence of Teachers in the Field of MathematicsJavier Sánchez-Mendías0Antonio Miñán-Espigares1Sonia Rodríguez-Fernández2Department of Didactics and School Organization, University of Granada, 18071 Granada, SpainDepartment of Didactics and School Organization, University of Granada, 18071 Granada, SpainDepartment of Research Methods and Diagnosis in Education, University of Granada, 18071 Granada, SpainThis 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.https://www.mdpi.com/2227-7102/14/1/109attitudemathematicsmathematical competenceteacher trainingPrimary Education |
| spellingShingle | Javier Sánchez-Mendías Antonio Miñán-Espigares Sonia Rodríguez-Fernández Perception of Teachers’ Attitudes and Training Competence of Teachers in the Field of Mathematics Education Sciences attitude mathematics mathematical competence teacher training Primary Education |
| title | Perception of Teachers’ Attitudes and Training Competence of Teachers in the Field of Mathematics |
| title_full | Perception of Teachers’ Attitudes and Training Competence of Teachers in the Field of Mathematics |
| title_fullStr | Perception of Teachers’ Attitudes and Training Competence of Teachers in the Field of Mathematics |
| title_full_unstemmed | Perception of Teachers’ Attitudes and Training Competence of Teachers in the Field of Mathematics |
| title_short | Perception of Teachers’ Attitudes and Training Competence of Teachers in the Field of Mathematics |
| title_sort | perception of teachers attitudes and training competence of teachers in the field of mathematics |
| topic | attitude mathematics mathematical competence teacher training Primary Education |
| url | https://www.mdpi.com/2227-7102/14/1/109 |
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