Ir al menú de navegación principal Ir al contenido principal Ir al pie de página del sitio
Logo Revista Latinoamericana de Investigación en Matemática Educativa

Artículos

Vol. 26 Núm. 2 (2023): Julio

LA ANSIEDAD HACIA LA ENSEÑANZA DE LAS MATEMÁTICAS EN MAESTROS EN FORMACIÓN INICIAL

DOI
https://doi.org/10.12802/relime.23.2623
Enviado
abril 17, 2024
Publicado
2023-11-22

Resumen

En este trabajo se estudian los niveles de ansiedad hacia la enseñanza de las matemáticas en un grupo de estudiantes españoles de magisterio de Educación Primaria a través de la encuesta MATAS. Los datos recopilados con la escuesta se analizan para determinar si hay diferencias significativas entre los niveles de ansiedad cuando se clasifica la muestra según tres criterios: si han cursado alguna asignatura previa de matemáticas, si poseen alguna titulación anterior en educación y si tienen experiencia como docentes de matemáticas. Como resultado se obtiene que la mayoría del grupo de estudiantes presentan niveles medios o altos de ansiedad hacia la enseñanza de las matemáticas y que quienes no tienen experiencia docente o no tienen ninguna titulación anterior presentan niveles medios de ansiedad significativamente superiores.

Citas

  1. Alkan, V., Cosguner, T. y Fidan, Y. (2019). Mathematics teaching anxiety scale: construction, reliability and validity. International Journal of Assessment Tools in Education, 6, 506-521. http://dx.doi.org/10.21449/ijate.625423
  2. American Psychiatric Association (2022). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing. https://www.psychiatry.org/psychiatrists/practice/dsm
  3. Auzmendi, E. (1992). Las actitudes hacia la matemática-estadística en las enseñanzas medias y universitarias. Mensajero.
  4. Awofala, A. O. A., Akinoso, S., Adeniyi, C. O., Jega, S. H., Fatade, A. O. y Arigbabu, A. A. (2024). Primary teachers’ mathematics anxiety and mathematics teaching anxiety as predictors of students’ performance in mathematics. ASEAN Journal of Science and Engineering Education, 4(1), 9-24. https://ejournal.upi.edu/index.php/AJSEE/article/view/51065
  5. Bosica, J. (2022). Using a mixed methods approach to study the relationship between mathematics anxiety, mathematics teacher efficacy, and mathematics teaching anxiety in preservice elementary school teachers in Ontario. Canadian Journal of Science, Mathematics and Technology Education, 22, 190-209. https://doi.org/10.1007/s42330-022-00203-8
  6. Boyd, W., Foster, A., Smith, J. y Boyd, W. E. (2014). Feeling good about teaching mathematics: Addressing anxiety amongst pre-service teachers. Creative Education, 5(4), 207-217. https://doi.org/10.4236/ce.2014.54030
  7. Brown, A. B., Westenskow, A. y Moyer-Packenham, P. S. (2011). Elementary pre-service teachers: Can they experience mathematics teaching anxiety without having mathematics anxiety? Issues in the Undergraduate Mathematics Preparation of School Teachers, 5, 1-14. https://www.math.ttu.edu/k12/htdocs/journal/5.attributes/brown01/article.pdf
  8. Bursal, M. y Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers’ confidence to teach mathematics and science. School Science and Mathematics, 106(4), 173-180. https://doi.org/10.1111/j.1949-8594.2006.tb18073.x
  9. Cockcroft, W. H. (1985). Las matemáticas sí cuentan. Informe Cockcroft. Centro de Publicaciones, Ministerio de Educación y Ciencia. https://sede.educacion.gob.es/publiventa/d/1129/19/0
  10. Ertekin, E., Dilmac, B. y Yazici, E. (2009). The relationship between mathematics anxiety and learning styles of preservice mathematics teachers. Social Behavior and Personality, 37(9), 1187-1195. https://doi.org/10.2224/sbp.2009.37.9.1187
  11. Fennema, E., y Sherman, J. A. (1976). Fennema-Sherman mathematics attitudes scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324-326. https://doi.org/10.2307/748467
  12. Furner, J. M. y Berman, B. T. (2004). Confidence in their ability to do mathematics: The need to eradicate math anxiety so our future students can successfully compete in high-tech globally competitive world. Philosophy of Mathematics Education Journal, 18(1), 1-33. http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/pome18/furner_math_anxiety_2.htm
  13. Gamboa Araya, R. y Moreira-Mora, T. E. (2017). Actitudes y creencias hacia las matemáticas: un estudio comparativo entre estudiantes y profesores. Revista Electrónica “Actualidades Investigativas en Educación”, 17(1), 1-45. http://dx.doi.org/10.15517/aie.v17i1.27473
  14. Gardner, L. E. y Leak, G. K. (1994). Characteristics and correlates of teaching anxiety among college psychology teachers. Teaching of Psychology, 21(1), 28-32. https://doi.org/10.1207/s15328023top2101_5
  15. Gómez del Amo, R. y Caballero Carrasco, A. (2015). La ansiedad de los estudiantes para maestro ante la enseñanza de las matemáticas. En L. J. Blanco Nieto, J. A. Cárdenas Lizarazo y A. Caballero Carrasco (Eds.), La resolución de problemas de matemáticas en la formación inicial de profesores de Primaria (pp. 59-80). Servicio de Publicaciones de la Universidad de Extremadura. https://redined.mecd.gob.es/xmlui/handle/11162/174225
  16. Gresham, G. (2008). Mathematics anxiety and mathematics teacher efficacy in elementary pre-service teachers. Teaching Education, 19(3), 171-184. https://doi.org/10.1080/10476210802250133
  17. Guillory Bryant, M. M. (2009). A study of preservice teachers: is it really mathematics anxiety? (Tesis Doctoral). Universidad de Massachusetts. https://core.ac.uk/download/pdf/13623477.pdf
  18. Hanifah, N., Afidah, L. N., Soraya, A. I. y Ardiansyah, A. S. (2023). Study literature of ICT toward mathematics anxiety for students. PRISMA, Prosiding Seminar Nasional Matematika, 6,120-125. https://journal.unnes.ac.id/sju/index.php/prisma/article/view/66500
  19. Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal of Research
  20. in Mathematics Education, 21(1), 33-46. https://doi.org/10.5951/jresematheduc.21.1.0033
  21. Hunt, T. E. y Sari, M. H. (2019). An english version of mathematics teaching anxiety scale. International Journal of Assessment Tools in Education, 6(3), 436-443. http://dx.doi.org/10.21449/ijate.615640
  22. Jackson, C. D. y Leffingwell, R. J. (1999). The role of instructors in creating math anxiety in students from kindergarten through college. The Mathematics Teacher, 92(7), 583-586. https://doi.org/10.5951/mt.92.7.0583
  23. Karakose, T., Polat, H., Yirci, R., Tülübaş, T., Papadakis, S., Ozdemir, T. Y. y Demirkol, M. (2023). Assessment of the relationships between prospective mathematics teachers’ classroom management anxiety, academic self-efficacy beliefs, academic amotivation and attitudes toward the teaching profession using structural equation modelling. Mathematics, 11, 449. https://doi.org/10.3390/math11020449
  24. Lavidas, K., Skopeliti, I., Zacharos, K. y Panagiotounakos, E-P. (2023). Preservice preschool teachers’ mathematics experience and math anxiety on their beliefs about and attitudes toward teaching mathematics. Journal of Early Childhood Teacher Education. Publicación
  25. anticipada en línea. https://doi.org/10.1080/10901027.2023.2196943
  26. Levine, G. (1993). Prior mathematics history, anticipated mathematics learning style, and anxiety for teaching mathematics among preservice elementary school teachers (Comunicación).Annual Meeting of the International Group for Psychology of Mathematics Education, North Amercian Chapter, California. https://files.eric.ed.gov/fulltext/ED373972.pdf
  27. Levine, G. (1996). Variability in anxiety for teaching mathematics among pre-service Elementary school teachers enrolled in a mathematics course (Comunicación). Annual Meeting of the American Educational Research Association, Nueva York. https://files.eric.ed.gov/fulltext/ED398067.pdf
  28. Luo, R., Zhang, A., Wang, Y., Li, H., Xu, Y., Guo, K. y Si, J. (2023). Math attitudes and math anxiety predict students’ perception of teacher support in primary school, but not vice versa. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12628
  29. Maloney, E. A., Schaeffer, M. W. y Beilock, S. L. (2013). Mathematics anxiety and stereotype threat: shared mechanisms, negative consequences and promising interventions. Research in Mathematics Education, 15(2), 115-128. https://doi.org/10.1080/14794802.2013.797744
  30. Marbán, J. M., Maroto, A. y Palacios, A. (2016). Evolución de la ansiedad matemática en los maestros de primaria en formación. En J. A. Macías, A. Jiménez, J. L. González, M. T. Sánchez, P. Hernández, C. Fernández, F. J. Ruiz, T. Fernández y A. Berciano (Eds.), Actas del Simposio de la Sociedad Española de Investigación en Educación Matemática XX (pp. 615-615). SEIEM. https://www.seiem.es/docs/actas/20/ActasXXSEIEM.pdf
  31. Marbán, J. M., Palacios, A. y Maroto, A. (2020). Enjoyment of teaching mathematics among pre-service teachers. Mathematics Education Research Journal, 33, 613-629. https://doi.org/10.1007/s13394-020-00341-y
  32. Martínez-Sierra, G. y García González, M. del S. (2014). High school students’ emotional experiences in mathematics classes. Research in Mathematics Education, 16(3), 234-250. https://doi.org/10.1080/14794802.2014.895676
  33. Mato, M. D. (2010). Mejorar las actitudes hacia las matemáticas. Revista Galego-Portuguesa de Psicoloxía e Educación, 18(1), 19-32. https://ruc.udc.es/dspace/bitstream/handle/2183/8408/RGP%2018_1%202010%20art%202.pdf?sequence=1&isAllowed=y
  34. McLean, L., Janssen, J., Espinoza, P., Lindstrom Johnson, S. y Jimenez, M. (2023). Associations between teacher and student mathematics, science, and literacy anxiety in fourth grade. Journal of Educational Psychology, 115(4), 539-551. https://doi.org/10.1037/edu0000790
  35. McLeod, D. B. (1989). Beliefs, attitudes, and emotions: new views of affect in mathematics education. En D. B McLeod y V. M. Adams (Eds.), Affect and mathematical problem solving: a new perspective (pp. 245-258). Springer. https://doi.org/10.1007/978-1-4612-3614-6_17
  36. Meryem, Ç. (2021). Investigation of teacher candidates’ teaching maths anxiety and teaching maths competencies. International Journal of Progressive Education, 17(6), 158-167. https://doi.org/10.29329/ijpe.2021.382.11
  37. Nunnally, J. C. (1967). Psychometric Theory. McGraw-Hill.
  38. Patkin, D. y Greenstein, Y. (2020). Mathematics anxiety and mathematics teaching anxiety of in-service and pre-service primary school teachers. Teacher Development, 24(4), 502-519. https://doi.org/10.1080/13664530.2020.1785541
  39. Peker, M. (2006). Matematik ögretmeye yönelik kaygi ölçeginin gelistirilmesi. Egitim Bilimleri ve Uygulama, 9, 73-92. https://toad.halileksi.net/sites/default/files/pdf/matematik-ogretmeyeyonelik-kaygi-olcegi-toad.pdf
  40. Peker, M. (2009). Pre-service teachers’ teaching anxiety about mathematics and their learning styles. Eurasian Journal of Mathematics, Science and Technology Education, 5(4), 335-345. http://dx.doi.org/10.12973/ejmste/75284
  41. Peker, M. y Ertekin, E. (2011). The relationship between mathematics teaching anxiety and mathematics anxiety. The New Educational Review, 23(1), 213-226.
  42. Peker, M. y Halat, E. (2008). The pre-service teachers’ mathematics teaching anxiety and gender. European Conference on Educational Research (Comunicación), Gotemburgo.European Educational Research Assotiation. https://eera-ecer.de/ecer-programmes/
  43. conference/1/contribution/1256/
  44. Peker, M. y Halat, E. (2009). Teaching anxiety and the mathematical representations developed through webquest and spreadsheet activities. Journal of Applied Sciences, 9(7), 1301-1308. https://doi.org/10.3923/jas.2009.1301.1308
  45. Pérez-Tyteca, P., Castro Martínez, E., Rico Romero, L. y Castro Martínez, E. (2011). Ansiedad matemática, género y ramas de conocimiento en alumnos universitarios. Enseñanza de las Ciencias, 29(2), 237-250. https://doi.org/10.5565/rev/ec/v29n2.570
  46. Perry, A. B. (2004). Decreasing math anxiety in college students. College Student Journal, 38(2), 321-324.
  47. Richardson, F. C. y Suinn, R. M. (1972). The mathematics anxiety rating scale. Psychometric data. Journal of Counselling Psychology, 19(6), 551-554. https://doi.org/10.1037/h0033456
  48. Saadati, F., Martínez, M. V. y Espinoza, C. G. (2023). Upper primary student attitudes toward mathematics problem solving; an exploratory study in Chile. Research in Mathematics Education. https://doi.org/10.1080/14794802.2023.2221659
  49. Sánchez Mendías, J., Segovia Alex, I. y Miñán Espigares, A. (2011). Exploración de la ansiedad hacia las matemáticas en los futuros maestros de educación primaria. Profesorado. Revista de curriculum y formación del profesorado, 15(3), 297-312. https://revistaseug.ugr.es/index.php/profesorado/article/view/20432
  50. Sánchez Mendías, J., Segovia Alex, I. y Miñán Espigares, A. (2020). Ansiedad y autoconfianza hacia las matemáticas de los futuros maestros de Educación Primaria. Electronic Journal of Research in Educational Psychology, 18(2), 127-152. http://dx.doi.org/10.25115/
  51. ejrep.v18i51.2981
  52. Sloan, T., Daane, C. J. y Giesen, J. (2002). Mathematics anxiety and learning styles: what is the relationship in Elementary preservice teachers? School Science and Mathematics, 102(2), 84-87. https://doi.org/10.1111/j.1949-8594.2002.tb17897.x
  53. Stoehr, K. J. y Olson, A. M. (2023). Elementary prospective teachers’ visions of moving beyond mathematics anxiety. Mathematics Education Research Journal, 35, 133-152. https://doi.org/10.1007/s13394-021-00379-6
  54. Tunç-Pekkan, Z., Ölmez, İ. B., Taylan, R. D. (2023). An online laboratory school research on preservice mathematics teachers’ experiences and mathematics teaching anxiety. Education and Information Technologies, 28(5), 5739-5761. https://doi.org/10.1007/s10639-022-11404-x
  55. Vargas Ríos, G. A. (2010). Relación entre el rendimiento académico y la ansiedad ante las evaluaciones en los alumnos del primer año de la Facultad de Educación de la Universidad Nacional de la Amazonía Peruana. Ciclo 2009-I (Tesis de maestría). Universidad Nacional
  56. Mayor de San Marcos, Perú. https://cybertesis.unmsm.edu.pe/bitstream/handle/20.500.12672/1684/Vargas_rg.pdf?sequence=1&isAllowed=y
  57. Živković, M., Pellizzoni, S., Doz, E., Cuder, A., Mammarella, I. y Passolunghi, M. C. (2023). Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance. Social Psychology of Education, 26, 579-601. https://doi.org/10.1007/s11218-023-09760-8

Descargas

Los datos de descargas todavía no están disponibles.

Artículos similares

<< < 3 4 5 6 7 8 9 10 11 12 > >> 

También puede {advancedSearchLink} para este artículo.