Both in the field of education and psychology, research has been carried out that has shown the role of the teacher and the family in the study of mathematics. In the teaching-learning processes of mathematics, we can find students with difficulties, with negative attitudes, restlessness, low motivation, anxiety, fear, etc. which causes an attitude of negativity and frustration towards discipline. Therefore, it has been shown that various factors are key in understanding the teaching-learning process and therefore in school success.
In the teaching of mathematics, a wide range of circumstances must be taken into account, such as: teacher training, the changes that may occur in the teaching/learning process, the needs and difficulties of the students, and even the possible psychopathologies that we can find (anxiety, phobia, etc.).
That is why research in the field of psychology and education is still necessary to help both in the didactics of mathematics and in the teaching-learning process. Prevention and intervention programs are still necessary in this line.
The emotional dimension in mathematics education, cognition, the role and attitude of the family, and teacher training, construction of instruments, strategies to improve teaching practice, are a fundamental part that still remains to be investigated.
Articles dealing with research, meta-analyses and systematic reviews, etc. will be welcome. This topic will be of interest to future teachers directly involved in the teaching of mathematics at all educational stages.
Both in the field of education and psychology, research has been carried out that has shown the role of the teacher and the family in the study of mathematics. In the teaching-learning processes of mathematics, we can find students with difficulties, with negative attitudes, restlessness, low motivation, anxiety, fear, etc. which causes an attitude of negativity and frustration towards discipline. Therefore, it has been shown that various factors are key in understanding the teaching-learning process and therefore in school success.
In the teaching of mathematics, a wide range of circumstances must be taken into account, such as: teacher training, the changes that may occur in the teaching/learning process, the needs and difficulties of the students, and even the possible psychopathologies that we can find (anxiety, phobia, etc.).
That is why research in the field of psychology and education is still necessary to help both in the didactics of mathematics and in the teaching-learning process. Prevention and intervention programs are still necessary in this line.
The emotional dimension in mathematics education, cognition, the role and attitude of the family, and teacher training, construction of instruments, strategies to improve teaching practice, are a fundamental part that still remains to be investigated.
Articles dealing with research, meta-analyses and systematic reviews, etc. will be welcome. This topic will be of interest to future teachers directly involved in the teaching of mathematics at all educational stages.
