ResumenLa medida de las actitudes hacia las matemáticas supone un campo de gran valor dentro de lo que se conoce como dominio afectivo matemático por el número de investigaciones y por la amplitud de sus relaciones. No obstante, los instrumentos disponibles en la actualidad para medir estas actitudes están en la mayoría de los casos validados mediante procedimientos psicométricos poco robustos y, en algunas ocasiones, con tamaños muestrales no muy elevados. A partir de una muestra de 4807 alumnos de todos los niveles no universitarios y siguiendo tanto el acercamiento de la Teoría Clásica de los Test como los modelos de ecuaciones estructurales (modelos de medida) y el planteamiento de la Teoría de Respuesta a los Ítems (modelo de respuesta graduada) se presenta un instrumento de medida de las actitudes hacia las matemáticas sólido y robusto y con evidencias contrastadas de validez y fiabilidad.Palabras clave: Actitudes hacia las matemáticas, análisis factorial exploratorio, análisis factorial confirmatorio, modelo de respuesta graduada, psicometría. AbstractThe measure of attitudes towards mathematics is a valuable area within the so-called affective domain in mathematics due to the number of investigations and the extension of their relations. However, most of the instruments currently available to measure these attitudes are validated by not overly robust psychometric procedures and, sometimes, in not very large samples. Using a sample of 4807 students of all the non-university levels and following both the classical test theory, structural equation models (measurement models), and the proposal of the item response theory (graded response model), a solid and robust instrument to measure attitudes towards mathematics is presented, with contrasted evidence of validity and reliability.

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.

Un elemento clave para mejorar cualquier sistema educativo es la formación inicial de maestros, donde en particular se construye el perfil docente bajo la influencia de factores afectivo-emocionales matemáticos. El objetivo de este trabajo es determinar si la formación universitaria produce cambios en el dominio afectivo matemático de los futuros maestros. Mediante un diseño longitudinal aplicado a 414 estudiantes del Grado en Educación Primaria y Modelos Lineales Generales de Medidas Repetidas, comparamos aspectos afectivo-emocionales al comienzo y al final de la formación. Los resultados indican la disminución de actitudes y emociones matemáticas positivas. Concluimos sobre la necesidad de 1) fijar mayor atención al dominio afectivo matemático en los programas de formación inicial de maestros y 2) desarrollar programas de intervención sobre este dominio en esta etapa formativa.

Research on the relationships between the main constructs underlying inquiry-based learning is rarely reported in mathematics education research. Considering this as a complex problem which is worth to be investigated, the present study aims to provide some empirical evidences that might serve as an insight to support further investigations on the relationships between attitudes towards mathematics and inquiry-based learning approaches. Thus, this study adopts a descriptive research design where no variables are manipulated but observed and measured in order to identify changes depicted in data collection. An instructional design focusing on the nature of mathematical inquiry is carried out with the participation of 304 secondary and high school students, and a clustering approach is used to look at how participants are grouped around certain attitudinal profiles before and after such mathematical practice. The results show how the heterogeneity of attitudinal profiles present in the classroom evolves positively in terms of perceived usefulness of mathematics and mathematical self-concept as perception of competence in mathematics. This fact provides some basis that might be used for further research on the idea that certain forms of development in inquiry-based mathematics education (IBME) based on greater immersion in the nature and culture of mathematics can help students to improve their attitudes towards mathematics.