Este trabajo es un primer estadio de un proyecto más amplio que pretende analizar las actitudes hacia las matemáticas de estudiantes del grado de maestro y maestros en ejercicio de las etapas de educación infantil y primaria en el entorno iberoamericano. Para ello llevamos a cabo una revisión bibliográfica de las herramientas usadas e identificamos el cuestionario más utilizado en el entorno de habla hispana: el cuestionario de Auzmendi. Analizamos su adecuación para nuestra muestra, que estuvo compuesta por 205 estudiantes del grado de maestro de educación infantil y primaria, mediante un análisis factorial exploratorio y confirmatorio realizado con el programa SPSS v22. Los resultados indican que para esta muestra el modelo de cinco factores del cuestionario no es adecuado, siéndolo más un modelo de un factor con siete ítems. Concluimos que el cuestionario modificado de Auzmendi es una buena herramienta para valorar el factor ansiedad en el contexto de este proyecto.

In this work, we explore the presence of stereotypes in pre-university students with respect to gender, science, and scientists. The possible differences between boys and girls, school stage, and rurality are analyzed. For this purpose, a sample of 404 participants between 13 and 18 years old were delivered a form with items from the Questionnaire on Opinions about Science, Technology, and Society. The responses were offered using a five-point Likert scale and agreement percentages were calculated. Descriptive and inferential statistics were used for the analysis, where the effect size was calculated for items associated with any of the three factors. Our findings show that the stereotyped ideas of gender in science were more intense in Compulsory Secondary Education (CSE) students in rural areas than in High School (HS) students from urban areas. In addition, perceptions of science and scientists showed greater agreement for CSE than for HS students. However, no differences were found between girls and boys. Regarding science items, there was a major agreement on the relationship between science and technology with problem solving, regardless of sex or school rurality. Finally, reflections on stereotypes and the presence of girls in STEM careers are provided.

Las creencias y las actitudes son parte del dominio afectivo en educación matemática. Dentro de las actitudes la ansiedad aparece relacionada con el rendimiento y el autoconcepto de la competencia matemática, y es determinante del comportamiento. Por ello en este trabajo se exploran las creencias, la ansiedad, y su posible influencia en la práctica docente de maestros, así como sus relaciones. Se trabaja con una muestra de 109 maestros españoles de Educación Primaria (EP) que rellenan un cuestionario en línea compuesto por tres instrumentos, y se analizan los datos cuantitativamente con SPSS. Los resultados muestran que los maestros son principalmente euclidianos o cuasi-empiristas, que su ansiedad hacia las matemáticas es alta, y que el indicador de procesos matemáticos más empleado es el razonamiento y la prueba, seguido de la resolución de problemas. Por otro lado, no se encuentra asociación entre las creencias sobre las matemáticas o la ansiedad, y ninguno de los cinco indicadores de presencia de los procesos matemáticos en la práctica docente. Por último, se confirma asociación entre la ansiedad y las creencias en maestros con una concepción cuasi-empirista de las matemáticas. Se reconoce que el diseño del estudio tiene limitaciones, y se hacen propuestas para su mejora.

Introduction. Service-Learning is a methodology that manages to contextualize theoretical learning by putting it into practice by offering a service. In this project, students of the Degree in Primary Education teach children from a basketball club a classroom-workshop called "Fun Maths". In this space micro-learning is offered in a playful way. Methodology. The five phases of S-L projects are followed: (1) starting point, the mathematical anxiety experienced by the students; (2) motivating the group, 4 university students and 13 boys and girls are involved; (3) planning, the sessions are designed and adapted; (4) implementation; and (5) evaluation, celebration and improvement, questionnaires are used to evaluate both the learning and the service part, the latter is often not carried out in similar projects. Results. High scores are obtained in the ratings of both the learning and service items. Discussion. The good learning results are reflected in the fact that these undergraduate students consider that having developed this experience has helped them to relate what they learned in classes with real school situations and to reaffirm their choice of profession. The fact that this is a voluntary activity for undergraduate students has led to high values of motivation, dedication, attendance, punctuality, effort, self-criticism, satisfaction, appreciation of learning and personal growth, among others. Likewise, in this work, the opinion of the students of Primary Education is valued, which shows their satisfaction for the experience and for having learned Mathematics by playing.