Affective Factors and Instructional Practices in Mathematics Among Elementary School Teachers

12 Pages Posted: 25 Jan 2019

See all articles by Jufil Hombria

Jufil Hombria

Eastern Samar State university-Guiuan Campus

Maria Milagros Daiz

Eastern Samar State university-Guiuan Campus

Conrado Lombrio

Eastern Samar State University, Guiuan Campus

Jocelyn Castro

Eastern Samar State University

Date Written: January 14, 2019

Abstract

The purpose of this quantitative, correlational study was to explore the relationships between mathematical beliefs, mathematical attitudes, mathematics anxiety and instructional practices in mathematics of the elementary school teachers in Guiuan districts. This study included 143 elementary school teachers handling mathematics classes. The Pearson-Product Moment Coefficient was the statistical tool used to examine the relationships between variables.

Results indicated a statistically significant positive relationship between mathematical beliefs and instructional practices in mathematics, significant positive relationship between mathematical attitudes and instructional practices in mathematics, and significant negative relationship between mathematics anxiety and instructional practices in mathematics.

The teachers-respondents hold a constructivist belief about mathematics, have a positive attitude towards mathematics, experience neutral level of mathematics anxiety, and utilizes student-centered instructional practices in mathematics. Their instructional practices in mathematics is significantly affected by their mathematical beliefs, mathematical attitudes and mathematics anxiety.

This study suggests that in curriculum implementation, affective factors like beliefs, attitudes, and anxiety must be given importance just like content knowledge. This study further suggests that teacher educators should strive to minimize mathematics anxiety among prospective teachers more than just teaching mathematical pedagogies and content knowledge as this will eventually lead to the development of effective student-centered instructional practices in mathematics.

Keywords: Affective Factors, Instructional Practices, Mathematical Attitudes, Mathematical Beliefs, Mathematics Anxiety

Suggested Citation

Hombria, Jufil and Daiz, Maria Milagros and Lombrio, Conrado and Castro, Jocelyn, Affective Factors and Instructional Practices in Mathematics Among Elementary School Teachers (January 14, 2019). Available at SSRN: https://ssrn.com/abstract=3315604 or http://dx.doi.org/10.2139/ssrn.3315604

Jufil Hombria

Eastern Samar State university-Guiuan Campus ( email )

Salug, Guiuan, Eastern Samar
Guiuan, Eastern Samar 6809
Philippines

Maria Milagros Daiz

Eastern Samar State university-Guiuan Campus ( email )

Salug, Guiuan, Eastern Samar
Guiuan, Eastern Samar 6809
Philippines

Conrado Lombrio

Eastern Samar State University, Guiuan Campus ( email )

Guiuan, Eastern Samar
United States

Jocelyn Castro (Contact Author)

Eastern Samar State University ( email )

Brgy. Salug, Guiuan, Eastern Samar
Guiuan, PA Eastern Samar 6809
Philippines

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