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False Beliefs about Mathematics in Spanish Pre-Service Teachers and Relations with Math Anxiety.
M José Justicia-Galiano1, Santiago Pelegrina1
1Department of Psychology, University of Jaén, 23071 Jaén, Spain.
Summary
Math myths are common among Spanish pre-service teachers, with no clear underlying structure. Math anxiety is linked to the belief in a fixed "math mind," suggesting diverse origins for these misconceptions.
Area of Science:
- Educational Psychology
- Mathematics Education
Background:
- Teacher beliefs significantly influence mathematics pedagogy.
- Math myths, or unsubstantiated beliefs about mathematics, can negatively impact teaching and learning.
Purpose of the Study:
- To investigate the prevalence of math myths among Spanish pre-service teachers.
- To explore the underlying structure of math misconceptions.
- To determine the relationship between math misconceptions and math anxiety.
Main Methods:
- Administered questionnaires on math myths and anxiety to 212 Spanish pre-service teachers.
- Compared prevalence patterns with previous international studies.
- Analyzed correlations between math myths and math anxiety.
Main Results:
- Prevalence of math misconceptions aligned with prior research.
- Math myths showed weak intercorrelations and no discernible underlying structure.
- Math anxiety correlated with the belief in an innate 'math mind'.
Conclusions:
- Math myths likely stem from diverse origins, not a single factor.
- Beliefs about innate mathematical ability contribute to math anxiety.
- Addressing math myths is crucial for fostering positive attitudes towards mathematics.
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