Affective domain of teachers in solving mathematical problems
DOI:
https://doi.org/10.5377/recsp.v4i1.12096Keywords:
Attitudes, Beliefs, Teacher, Affective Domain, Emotions, MathematicsAbstract
This research has analyzed the affective domain of teachers in solving mathematical problems and its relationship with some variables such as: gender, academic degree, specialty and educational level in which they work. This is a quantitative study based on an Ex Post Facto design where a questionnaire on affective domain in solving mathematical problems was applied to 147 teachers from different university careers, but who teach the subject of mathematics. A descriptive analysis of the data, a correlational and non-parametric analysis, was carried out with the statistical package for the social sciences SPSS. The results confirm that attitudes towards mathematics are not very positive, teachers consider problem-solving mechanical and rote and not very applicable to everyday life situations, however, they show tranquility and have confidence in themselves when solving a problem. It is concluded that the affective domain has a clear relationship with problem-solving, having a place of synergies between the attitudes and beliefs of students and teachers.
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