Affective dimension towards mathematics: results of a study in Primary Education

Authors

  • María Dorinda Mato Vázquez Universidad de A Coruña
  • Eva Espiñeira Bellón
  • Rocío Chao Fernández
DOI: https://doi.org/10.6018/rie.32.1.164921
Keywords: attitudes towards the mathematics, evaluation, reliability, academic performance

Abstract

This article analyzed the affective dimension towards mathematics of 1,180 primary education undergraduate students during the 2011-2012 academic year. We described students´ perception of their mathematics teacher’s attitude, students´ satisfaction with the subject matter, and to what extent students consider subject matter important for the future career. We then analyzed the influence of variables such as school type (state and state-subsidised) and school year (3rd, 4th, 5th, and 6th grade) using non-parametric Kruskal-Wallis test. We used Pearson’s correlations to analyze the general and specific effects of the attitude on academic performance variable. The results showed that affective processes do influence students´ experience of learning mathematics as well as their assessment results

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Author Biography

María Dorinda Mato Vázquez, Universidad de A Coruña

Profesora de Didáctica de la Matemática en el Grado de Educción Infantil, Máster de Innovación e Investigación, Directora de TFG y de Máster

Facultad de Ciencias de la Educacion

Universidad de A Coruña

Published
31-01-2014
How to Cite
Mato Vázquez, M. D., Espiñeira Bellón, E., & Chao Fernández, R. (2014). Affective dimension towards mathematics: results of a study in Primary Education. Journal of Educational Research, 32(1), 57–72. https://doi.org/10.6018/rie.32.1.164921
Issue
Vol. 32 No. 1 (2014)
Section
Articles

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