Impact of the teacher training process on the teacher's affectivity towards mathematics

Abstract

This work evaluates the effectiveness of an instructional design focused on solving mathemat-ical problems through the experimentation and use of manipulative materials, focused on redirecting fu-ture teachers' perceptions of mathematics towards more positive beliefs and reactions. The design was pre-experimental with a pretest posttest group, and the sample is made up of 91 students of the Primary and Infant Education Teacher degree, who were studying the Mathematics Teaching course. The instru-ment used is a previously validated self-report instrument on beliefs, emotions and attitudes about math-ematics. The instructional design has had a positive impact, since it has generated significant changes on their beliefs about the characteristics of the teacher, their attitudes and emotional reactions towards mathematics, and on their level of self-confidence and assurance as a future teacher capable of imple-menting procedures with the goal of solving mathematical problems in the context of the classroom.