Pre-Service Teachers' Attitudes Toward Mathematics
DOI:
https://doi.org/10.55560/arete.2026.24.12.18Keywords:
teacher training, students’ attitudes, university studentsAbstract
Attitudes toward mathematics are a key component of initial teacher education, as they influence how future teachers value and apply mathematical knowledge in educational settings. The purpose of this study was to analyze the attitudes of pre-service teachers toward mathematics, focusing on the cognitive, behavioral, and affective dimensions. The research was conducted using an exploratory quantitative approach, with a sample of 73 pre-service teachers pursuing different teaching degree programs at a Chilean university. To collect data, a questionnaire consisting of 26 statements on a Likert scale was used. This questionnaire was adapted from Auzmendi’s (1992) scale of attitudes toward mathematics and validated through expert review. The analysis was conducted using descriptive statistics, considering the distribution of answers in each dimension. The results show that pre-service teachers recognize the educational value and utility of mathematics, especially in the cognitive and behavioral dimensions. However, in the affective dimension, more diverse perceptions are observed, associated with varying levels of confidence, interest, or familiarity with math. It is concluded that, although mathematics is valued within teacher education, the relationship that future teachers establish with it presents nuances that call for strengthening formative experiences that foster a relationship that is meaningful and grounded in confidence regarding the use of mathematics in educational contexts.
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