Abstract
The purpose of this study was to analyse the efficacy of an emotional and cognitive regulation programme in mathematics problem solving (MPS) in primary education preservice teachers (PEPSTs). The objective was that the PEPSTs learn to solve mathematical problems and become aware of their emotions, self-regulating their learning process. The programme consists of two parts: the first one involves awareness and control of one’s affective responses before the MPS, and the second one involves an integrated model of MPS and emotional control (IMMPS). For the study, we opted for a pre-experimental pretest/posttest design with an experimental group and the complementarity of qualitative and quantitative methods. Some of the results that were obtained were greater emotional control in the PEPSTs, reducing the anxiety and blockages that MPS initially caused them.
Highlights
Regarding the variable anxiety towards Mathematics problems solving (MPS), the pretest results revealed that the primary education preservice teachers (PEPSTs) did not feel calm, comfortable, happy or relaxed before the MPS
In the posttest, i.e., after the programme was applied, the results showed that PEPSTs were calmer, more comfortable, more rested and more relaxed than before the MPS activity and did not experience oppression, attention and overexcitement
The results found regarding the PEPSTs at the beginning of the programme in relation to anxiety towards MPS coincided with other studies [14,15,33,34,35,36,37,38] in terms of mathematical anxiety in general
Summary
Sustainability 2021, Mathematics problems solving (MPS) has been considered for decades as the centre of mathematics teaching, as it demonstrates the ability to analyse, understand, reason and apply. It is considered to be specific content when highlighting it as a basic competence that students should acquire. As indicated by [1], different school curricula have established developing and evaluating aspects related to: 13, 11795. Academic Editors: David Molero and Inmaculada García-Martínez. Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations As indicated by [1], different school curricula have established developing and evaluating aspects related to: 13, 11795. https://doi.org/10.3390/ su132111795
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