Beliefs and anxiety towards mathematics: A comparative study between teachers of Colombia and Spain

Abstract

Comparative studies are an interesting way to find similarities or differences between different educational contexts. In Latin America, there are some studies about the attitudes of math teachers, but they are not very abundant. This work is intended to contribute to this body of studies by comparing two contexts inserted in the educational systems of Spain and Colombia. The objective is to analyze the set of beliefs and attitudes towards Mathematics, that teachers of basic education report, with special interest on anxiety. It is based on the validation and contextualization of the questionnaire on beliefs and attitudes towards mathematics. The methodology of the Classical Test Theory was followed. A pilot test was applied to calibrate the instrument; It was then administered to a sample of 232 teachers in both countries. With the data obtained, a comparative analysis was carried out to identify similarities and differences between the groups. The results show epistemological similarities regarding the items related to Euclideanism. However, in terms of quasi-empiricism and constructivism, there are marked differences by country. In relation to anxiety, teachers' responses differ depending on the geographical context. It highlights the higher level of anxiety of Spanish teachers compared to Colombians. It was proved that factors such as the educational level and recruitment type determine your anxiety level and your belief system. In the future, it would be useful to verify whether anxiety levels also affect teaching practice during the teaching of mathematics.