Affective domain of teachers in solving mathematical problems

Abstract

This research has analyzed the affective domain of teachers in solving mathematical problems and its relationship with some variables such as: gender, academic degree, specialty and educational level in which  they work. This is a quantitative study based on an Ex Post Facto design where a questionnaire on affective domain in solving mathematical problems was applied to 147 teachers from different university careers, but who teach the subject of mathematics. A descriptive analysis of the data, a correlational and non-parametric analysis was carried out with the statistical package for the social sciences SPSS. The results confirm that attitudes towards mathematics are not very positive, teachers consider problem solving mechanical and rote and not very applicable to everyday life situations, however, they show tranquility and have confidence in themselves when solving a problem. It is concluded that the affective domain has a clear relationship with problem solving, having a place of synergies between the attitudes and beliefs of students and teachers.