ΜΑΘΗΜΑΤΙΚΟ ΑΓΧΟΣ ΚΑΙ ΠΕΠΟΙΘΗΣΕΙΣ ΜΕΛΛΟΝΤΙΚΩΝ ΕΚΠΑΙΔΕΥΤΙΚΩΝ: ΠΡΟΚΛΗΣΕΙΣ, ΕΜΠΕΙΡΙΕΣ ΚΑΙ ΕΠΙΔΡΑΣΕΙΣ ΔΙΔΑΚΤΙΚΩΝ ΠΡΑΚΤΙΚΩΝ

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Pubblicato: Mar 22, 2026
DOI: https://doi.org/10.12681/enedim.44692
Αναστασία Γεωργακούλια
Πανεπιστήμιο Πατρών
Ευγενία Κολέζα
Πανεπιστήμιο Πατρών
https://orcid.org/0009-0000-8211-1924
Abstract

Η παρούσα έρευνα μελετά τις στάσεις υποψηφίων δασκάλων ως προς τα Μαθηματικά και την ενδεχόμενη δημιουργία μαθηματικού άγχους σε σχέση με τις εμπειρίες τους. Η ανάλυση των απαντήσεων έδειξε ότι οι περισσότεροι είχαν εμφανίσει μαθηματικό άγχος τουλάχιστον μία φορά κατά την εκπαιδευτική τους σταδιοδρομία. Ο σημαντικότερος παράγοντας που επηρέασε την εμφάνιση αυτή ήταν οι αρνητικές εμπειρίες τους ως μαθητές. Οι εμπειρίες αυτές συνδέθηκαν με ανασφάλεια και οδήγησαν σε προτίμηση των θεωρητικών μαθημάτων και αποφυγή των θετικών, αλλά επίσης και στη διαμόρφωση συναισθημάτων φόβου όσον αφορά την μετέπειτα διδασκαλία τους.


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