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Mathematical Innovations in Education and Psychology: Current Progress and Future...
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Mathematical Innovations in Education and Psychology: Current Progress and Future Prospects

A special issue of European Journal of Investigation in Health, Psychology and Education (ISSN 2254-9625).

Deadline for manuscript submissions: closed (29 February 2024) | Viewed by 2583

Special Issue Editors

Prof. Dr. Inmaculada Méndez Mateo

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Guest Editor
Department of Evolutionary Developmental and Educational Psychology, University of Murcia, 30100 Murcia, Spain
Interests: bullying; cyberbullying; coexistence; education; university; attention to diversity; older adults
Special Issues, Collections and Topics in MDPI journals
Dr. Juan Pedro Martínez-Ramón

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Guest Editor
Department of Evolutionary Developmental and Educational Psychology, University of Murcia, 30100 Murcia, Spain
Interests: coexistence; attention to diversity; bullying; burnout; coping strategies; stress; social skills; artificial neural networks; educational psychology
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Dr. Cecilia Ruiz Esteban

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Guest Editor
Developmental and Educational Psychology, Faculty of Psychology, 30100 Murcia, Spain
Interests: bullying; cyberbullying; school violence; education; university; attention to diversity
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Prof. Dr. Francisco Manuel Morales Rodríguez

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Guest Editor
Department of Educational and Developmental Psychology, Faculty of Psychology, University of Granada, Campus Universitario de Cartuja, 18071 Granada, Spain
Interests: educational psychology; coping strategies; daily stress; academic engagement; generic competences; affective–sexual diversity; prosocial behaviour; social skill
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Dr. Belén García-Manrubia

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Guest Editor
Department of Didactics of the Sciences, Mathematics, and Social, Universidad de Murcia, Murcia, Spain
Interests: education psychology
Dr. José M. García-Fernández

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Guest Editor
Department of Developmental Psychology and Teaching, University of Alicante, 03690 Alicante, Spain
Interests: school anxiety; perfectionism; school refusal; affect; validation; cluster analysis; factorial invariance
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Research in the fields of education and psychology has shown that both teachers and the family context play crucial roles in mathematics education. However, many students face difficulties managing the affective dimension, such as negative attitudes, low motivation, or anxiety, which can lead to negative consequences, such as frustration and lack of interest in the subject. Therefore, understanding the numerous factors that affect the teaching–learning process is key to attaining proper educational attention. In mathematics education, different aspects must be taken into account, such as teacher training, the needs and difficulties of students, including possible psychopathologies such as anxiety or phobias. Further research is needed in both psychology and education to improve the teaching and learning of mathematics, including prevention and intervention programs. Key areas for research include exploring the affective dimension of mathematics education, the role and attitudes of families, and investigating teacher training, instrument construction, and teaching strategies.

Dr. Inmaculada Méndez Mateo
Dr. Juan Pedro Martínez-Ramón
Dr. Cecilia Ruiz Esteban
Dr. Francisco Manuel Morales Rodríguez
Dr. Belén García-Manrubia
Dr. José M. García-Fernández
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. European Journal of Investigation in Health, Psychology and Education is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • mathematics teaching
  • teacher training
  • psychopathology
  • mathematics
  • motivation
  • emotions

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Published Papers (2 papers)

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Research

14 pages, 1599 KiB  
Article
False Beliefs about Mathematics in Spanish Pre-Service Teachers and Relations with Math Anxiety
by M. José Justicia-Galiano and Santiago Pelegrina
Eur. J. Investig. Health Psychol. Educ. 2024, 14(7), 1913-1926; https://doi.org/10.3390/ejihpe14070127 - 28 Jun 2024
Viewed by 781
Abstract
Teachers may hold beliefs about how students learn mathematics and about the subject itself. However, some of these beliefs, often referred to as “math myths”, may be oversimplified ideas that appear valid but lack solid scientific evidence. This study was aimed to investigate [...] Read more.
Teachers may hold beliefs about how students learn mathematics and about the subject itself. However, some of these beliefs, often referred to as “math myths”, may be oversimplified ideas that appear valid but lack solid scientific evidence. This study was aimed to investigate the prevalence of math myths among Spanish pre-service teachers and compare it with the degree of support for these myths reported in previous studies; investigate the possible underlying structure of a set of false beliefs about math; and determine the relationships of certain math misconceptions with math anxiety. A total of 212 Spanish pre-service teachers were administered questionnaires about math myths and about general and math anxiety. The results showed prevalence patterns of each math misconception similar to those in previous studies. False beliefs about math showed weak or negligible correlations with each other and did not exhibit a discernible underlying structure. Furthermore, math anxiety was related to the belief that some individuals are perceived to possess a “math mind” while others do not. Our results suggest diverse origins for the development of different math myths, rather than the myths being the consequence of a single underlying factor. Finally, the endorsement of certain beliefs about who can do mathematics may contribute to negative emotions towards mathematics. Full article
(This article belongs to the Special Issue Mathematical Innovations in Education and Psychology: Current Progress and Future Prospects)
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17 pages, 4362 KiB  
Article
Analysis of Formative and Evaluative Activities on Statistical Graphs in Textbooks for Chilean Rural Multigrade Education
by Matías Bustamante-Valdés, Danilo Díaz-Levicoy and Eduardo Alarcón-Bustamante
Eur. J. Investig. Health Psychol. Educ. 2024, 14(5), 1396-1412; https://doi.org/10.3390/ejihpe14050092 - 15 May 2024
Cited by 1 | Viewed by 791
Abstract
The aim of this paper is to analyze the formative and evaluative activities involving statistical graphs in the new textbooks for Chilean rural multigrade education. The methodology is qualitative, at a descriptive level and uses the content analysis technique. The sample is made [...] Read more.
The aim of this paper is to analyze the formative and evaluative activities involving statistical graphs in the new textbooks for Chilean rural multigrade education. The methodology is qualitative, at a descriptive level and uses the content analysis technique. The sample is made up of the six primary education textbooks distributed by the Ministry of Education for rural multigrade schools. The results show the predominance of the bar chart, semiotic level 3, the task of calculating and the personal context in both types of activities, although with respect to the reading level, it is evident that level 4 predominates in the formative activities and level 2 in the evaluative ones. According to the results, it is recommended to incorporate graphs proposed by the curricular guidelines of the Ministry of Education, which are absent in textbooks as well as to include evaluative activities that require reflection on the nature of the data, context, representation and conclusions obtained from them. Full article
(This article belongs to the Special Issue Mathematical Innovations in Education and Psychology: Current Progress and Future Prospects)
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