| dc.contributor.author | Marbán, José M. | |
| dc.contributor.author | Palacios, Andrés | |
| dc.contributor.author | Maroto, Ana | |
| dc.date.accessioned | 2026-01-09T09:57:02Z | |
| dc.date.available | 2026-01-09T09:57:02Z | |
| dc.date.issued | 2020 | |
| dc.identifier.citation | Marbán, J.M., Palacios, A. & Maroto, A. Enjoyment of teaching mathematics among pre-service teachers. Math Ed Res J 33, 613–629 (2021). https://doi.org/10.1007/s13394-020-00341-y | es |
| dc.identifier.issn | 1033-2170 | es |
| dc.identifier.uri | https://uvadoc.uva.es/handle/10324/81280 | |
| dc.description | Producción Científica | es |
| dc.description.abstract | Teacher training is a key element of any quality education system. In the field of
mathematics education, identifying the factors that determine positive attitudes towards
the teaching of this discipline in the context of initial teacher training is an inherent
challenge. This work approaches the issue from a multivariate point of view through a
model based on structural equations, in which beliefs, emotions and attitudes towards
mathematics are intertwined in explaining their enjoyment of teaching. The results
show us that anxiety is a factor with a significant influence over the other components
of the mathematical affective domain, and that it is through this influence that it acts on
the enjoyment of teaching mathematics. | es |
| dc.format.mimetype | application/pdf | es |
| dc.language.iso | eng | es |
| dc.publisher | Springer Nature | es |
| dc.rights.accessRights | info:eu-repo/semantics/restrictedAccess | es |
| dc.subject.classification | Anxiety | es |
| dc.subject.classification | Attitudes | es |
| dc.subject.classification | Beliefs | es |
| dc.subject.classification | Mathematics | es |
| dc.subject.classification | Pre-service teacher education | es |
| dc.subject.classification | Primary education | es |
| dc.title | Enjoyment of teaching mathematics among pre-service teachers | es |
| dc.type | info:eu-repo/semantics/article | es |
| dc.rights.holder | © Mathematics Education Research Group of Australasia, Inc. 2020 | es |
| dc.identifier.doi | 10.1007/s13394-020-00341-y | es |
| dc.relation.publisherversion | https://link.springer.com/article/10.1007/s13394-020-00341-y | es |
| dc.identifier.publicationfirstpage | 613 | es |
| dc.identifier.publicationissue | 3 | es |
| dc.identifier.publicationlastpage | 629 | es |
| dc.identifier.publicationtitle | Mathematics Education Research Journal | es |
| dc.identifier.publicationvolume | 33 | es |
| dc.peerreviewed | SI | es |
| dc.identifier.essn | 2211-050X | es |
| dc.type.hasVersion | info:eu-repo/semantics/publishedVersion | es |
| dc.subject.unesco | 58 Pedagogía | es |
