Beliefs towards mathematics in the formation of primary education of the Bluefields Normal School

Abstract

This study has identified the beliefs towards mathematics in the training of primary education teachers at the Bluefield’s Normal School. It is a quantitative research based on a descriptive design with the effective participation of 118 women and men belonging to the South Caribbean Coast of Nicaragua. The main results show that the beliefs towards mathematics are positive with a mean of 142.43 and a standard deviation of 17.01. Furthermore, that beliefs arise because: (i) Mathematics is an integral and transversal subject; (ii) incorporates pedagogical and didactic processes in the curricular contents; (iii) develop comprehension and research skills and abilities; (iv) experiencing the practices in the community is essential to solve problems; (v) positive attitudes help reduce factors of insecurity, mistrust and anxiety; (vi) a methodological approach to mathematics from a disruptive perspective is necessary. It’s concluded that beliefs towards mathematics are necessary for theformation of mathematical skills.