Creencias de los futuros maestros acerca de la docencia de las matemáticas

Starting in the eighties of last century, the emotional dimension in learning began to be takenunder consideration. Since then, multiple studies to discover what these emotional factors were andhow they influence learning were conducted, to the point of considering the emotional education asa teaching style that should convey appropriate emotional patterns. As for mathematics, often theyproduce rejection in some students of the degrees in education that make them feel unable to copewith mathematical tasks successfully. It’s a vicious circle: difficulties create negative emotions andattitudes towards mathematics, and these affective factors generate an unsatisfactory academic per-formance. However, when the teachers’ conception about maths is positive, they convey this opti-mism to their pupils, which improve their learning process. In this sense, we want to know futureprimary teachers’ attitudes, beliefs and emotions towards mathematics, in order to improve theirperformance in their professional practice. Specifically, we focus on the elements that students con-sider as determinants in the teaching task and their self-assurance to teach maths. From the results,we’d like to highlight the concern of future schoolteachers about their own possibilities to stimulatechildren’s interest to solve mathematical problems by developing positive attitudes, as an essentialelement to take into account in their profession, and that the mathematics teacher must be a goodeducator, well trained and equipped with knowledge, and diversity of resources and registers