Dimensión afectiva hacia la matemática: resultados de un análisis en Educación Primaria

Abstract

This article analyzed the affective dimension towards mathematics of 1,180 primary education undergraduate students during the 2011-2012 academic year. We described students´ perception of their mathematics teacher’s attitude, students´ satisfaction with the subject matter, and to what extent students consider subject matter important for the future career. We then analyzed the influence of variables such as school type (state and state-subsidised) and school year (3rd, 4th, 5th, and 6th grade) using non-parametric Kruskal-Wallis test. We used Pearson’s correlations to analyze the general and specific effects of the attitude on academic performance variable. The results showed that affective processes do influence students´ experience of learning mathematics as well as their assessment results

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