Descripción de una escala de actitudes hacia la matemática temprana (ESAMAT)

  1. Román Alegre, Belén 1
  2. Mera Cantillo, Carlos 1
  3. Aragón Mendízabal, Estíbaliz 1
  4. Delgado, Cándido 1
  1. 1 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

Journal:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Year of publication: 2019

Issue Title: Psicología de la Educación y Saberes Originarios

Volume: 3

Issue: 1

Pages: 213-220

Type: Article

DOI: 10.17060/IJODAEP.2019.N1.V3.1472 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Abstract

Within what is known as the affective domain, attitudes towards mathematics have received strong interest over the last decades. Several studies point out that attitudes are a key factor in understanding and explaining the of high students’ variability results in mathematics. However, currently there are few instrument available for math attitudes assessment in Spanish They are mostly targeted to colleges, high school, and primary school students. Few assessment tools are available for Early Childhood Education. This study aims to outline the design and development of an Early Mathematics Attitudes Scale (ESAMAT). The different phases for the instrument design are described. Likewise, the dimensions included within the general concept of attitudes are also exposed, such as: math enjoyment, perceived difficulty, math importance or usefulness, math self-concept and curiosity towards math. The early finding of a negative predisposition to mathematics can be very significant to reduce the risk of academic failure in mathematic.

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