Publication: Affectivity concerning the commission of errors in mathematics in trainee teachers studying double degrees
Authors
Jaime Garcia-Mointalban ; García Manrubia, María Belén ; Méndez Mateo, Inmaculada
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Facultades de la UMU::Facultad de Educación
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Publisher
Nova Science Publishers
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DOI
https://doi.org/10.52305/UQZJ2504
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info:eu-repo/semantics/bookPart
Description
Abstract
The commission of errors is present in the learning processes of university students who aspire to become Primary Education and Early Childhood Education teachers. These errors can have detrimental effects on their learning experiences, potentially influencing their future professional development. This issue is especially relevant in the subject
of mathematics, where the emotional component plays a relevant role in the attitudes towards mathematics of these students. This study involved 85 participants who were administered the Ibarra-González and Eccius-Wellman instruments to measure affectivity in relation to making errors in mathematics. This instrument consists of 32 items, each assessed according to a Likert-type scale (1-5). The participants belonged to the Double Degree in Primary Education and Early Childhood Education (39 participants, 52.4%) and the Double Degree in Primary Education, with mention in Physical Education and Physical Activity and Sports Sciences- CAFD- (43 participants, 47.6%). The results revealed significant differences among the students of these two double degree programs in terms of the following factors: "misconception of the usefulness of errors," "favorable behaviors towards errors as a learning tool," and "negative emotions and affections for making errors". Therefore, the need arises to study how the nature of the double degree they are studying affects them and check the influence of Early Childhood Education skills on their training.
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