Factors that determine the anxiety towards mathematics in future teachers of Physics- Mathematics at the Faculty of Science of the National University of Education "Enrique Guzmán y Valle". 2019 period

Abstract

The research is explanatory, cross-sectional and prospective, observational in nature. Students were selected from math enrollment during the 2019 regular cycle B. Six subjects were considered in groups of 10 students each, to achieve multivariate analysis. The validated questionnaire was applied and adapted to the context of the UNE of Mato (2016) to measure mathematical anxiety. Finding that there are statistically significant differences at 5%, to affirm that the teacher's attitude perceived by the student has effects on mathematical anxiety and increases with anxiety to the mathematical situations of daily life, varying in magnitude according to complexity of the subject for an F (5.53) = 2.414 with a Pvalor = 0.048 < 0.05 and a n² = 0.185. The Attitude of the teacher strongly influences the student in terms of differences in variances, and is explained in 41.8% in its significant effects on anxiety and facing mathematical situations of daily life, for an F (1.53) = 38.045 with a Pvalor = 0.00 <0.05 and a n² = 0.418. Anxiety before the evaluation in mathematics has significant effects per subject discounting the effects on anxiety before the resolution of exercises and problems, for an F (5.53) = 3.193 with a                Pvalor = 0.014 <0.05 and a n² = 0.231. Conclusion: The type of subject and the attitude of the teacher, perceived by the student are determining factors in the mathematical anxiety, of the future teachers of the specialty in the Faculty of Sciences of the National University of Education "Enrique Guzmán y Valle".