Development of primary school pre-service teachers' affective domain in mathematics

One key element to improve any educational system is pre-service teacher training, with the construction of the teaching profile particularly influenced by affective-emotional mathematical factors. The aim of this work is to determine whether university education produces changes in the mathematical affective domain of primary school pre-service teachers. By means of a longitudinal design applied to 414 students of the Primary Education Degree and General Linear Models of Repeated Measures, we compared affective-emotional aspects at the beginning and at the end of the training. Results indicate a decrease in positive mathematical attitudes and emotions. We conclude about the need of both: 1) paying greater attention to the affective domain in mathematics in pre-service teacher training programs and 2) developing intervention programs on this domain at such initial educational stage.