Anxiety and Self-confidence towards mathematics of future teachers of Primary education

Introduction. The possible presence of negative attitudes towards mathematics, in future Primary School teachers, is a worrying fact if we take into account that, these attitudes will condition their university education and will have an impact on their future teaching practice. Method. Anxiety and self-confidence towards mathematics are analyzed in a descriptive and correlational manner, as dimensions of attitude, which presents a sample of 488 future teachers enrolled in the first year of the Primary Education Degree of the University of Granada. Results. The results reflect that future teachers have an anxiety level of 2.76 and a level of self-confidence of 3.32 both over a maximum of 5. Likewise, the data reflect the existence of a high and significant negative correlation between both dimensions of attitude. Discussion and Conclusions. The levels of anxiety and self-confidence obtained are inadequate for the development of quality mathematical training. Likewise, we highlight the need to carry out training actions aimed at improving confidence and reducing the anxiety towards mathematics in this collective.