The educational system has devoted much effort to the development of the rational mind andthe logical and reflexive knowledge, and has neglected the emotional dimension due to its failure inrealizing that the influences of cognitive and emotional nature are interrelated.The emergence of attitudes, beliefs and emotions towards mathematics is long-lasting andstrongly rooted. Future teachers of primary education also have their own views and, unless they areappropriately modified, later on they can influence in their pupils’ achievement in the mathematicalfield. Therefore, the analysis of these emotional factors could enlighten the design of strategicactions in the Teacher’s Training Degree that would result in the improvement of the teaching prac-tice.In this quantitative and qualitative study, we analyse the affective factors that influence futureschoolteachers, when faced with solving mathematical problems.Results indicate significant cognitive difficulties to promote essential heuristic processes for theinquiry and the search for solutions to problems that, in turn, may challenge the students’ percep-tion regarding their beliefs about their own safety, confidence, satisfaction, curiosity, ability andresources when solving problems.
|Títol traduït de la contribució||Future teachers ’emotions and cognition in solving mathematical problems|
|Nombre de pàgines||12|
|Revista||Revista INFAD de Psicología|
|Estat de la publicació||Publicada - 1 de gen. 2016|
- Enseñanza de las matemáticas