Mathematics education is strongly interested in defining “what is necessary for teaching mathematics effectively”. The main directions of research emphasize the cognitive side of the answer to this question, trying to describe what kind of knowledge is needed in order to teach mathematics effectively. Starting from the point that teachers’ affect plays a crucial role in determining the quality of teaching, we discuss this issue from a theoretical point of view, introducing the construct of “attitude towards mathematics teaching”. Within this theoretical framework we conduct a study with 189 primary school pre-service teachers, investigating the emotional component of attitude and the link with past experience with mathematics and perceived competence in teaching mathemat-ics.
Primary teachers’ affect: a crucial variable in the teaching of mathematics
SABENA, Cristina
2012-01-01
Abstract
Mathematics education is strongly interested in defining “what is necessary for teaching mathematics effectively”. The main directions of research emphasize the cognitive side of the answer to this question, trying to describe what kind of knowledge is needed in order to teach mathematics effectively. Starting from the point that teachers’ affect plays a crucial role in determining the quality of teaching, we discuss this issue from a theoretical point of view, introducing the construct of “attitude towards mathematics teaching”. Within this theoretical framework we conduct a study with 189 primary school pre-service teachers, investigating the emotional component of attitude and the link with past experience with mathematics and perceived competence in teaching mathemat-ics.
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