Mathematics Attitude of Future Teachers of Stem Subjects


  • Antonín Jančařík Department of Mathematics and Mathematical Education, Faculty of Education, Charles University, M. D. Rettigové 4, 116 39, Praha 1, Czech Republic
  • Guilherme Stecca Marcom Department of Mathematics and Mathematical Education, Faculty of Education, Charles University, M. D. Rettigové 4, 116 39, Praha 1, Czech Republic
  • Maurício Kleinke Department of Applied Physics, Physics Institute Gleb Wataghing, University State of Campinas, Sérgio Buarque de Holanda, 777, 13083-859, Campinas - SP, Brazil



future teachers, mathematics anxiety, attitudes toward mathematics, motivation, enjoyment


Aim. This paper presents research aimed at testing the mathematical self-efficacy of mathematics and computer science student teachers. The aim of the presented phase of the research was to verify the effectiveness of the chosen research instrument after translation into Czech, its applicability within the specific environment of the preparation of future teachers and the design of a shorter version of the questionnaire.

Methods. 97 students of the first and second year of Bachelor's degree studies at the Faculty of Education of Charles University, specialising in mathematics and computer science, were interviewed either in a single-subject form or in combination with a second subject. Subsequently, the data was processed and evaluated using quantitative methods.

Results. The results confirmed that the test, even when translated into Czech, fully met the claim of high reliability (Cronbach's Alpha = 0.965). Using the Principal Axis Factoring method with Varimax with Kaiser Normalisation in 11 iterations, convergence to the four basic components, which were characterised as Motivation and Enjoyment, Anxiety, Self-confidence and Value, was achieved.

Conclusion. The research has shown that the chosen research instrument, the ATMI questionnaire, is fully functional after translation into English and use in the environment of preparation of future mathematics and science teachers. The first measurement data also confirms that attitudes towards mathematics are very different among future mathematics and science teachers. It also confirmed the assumption that the questionnaire has the potential to identify students who have problematic attitudes towards mathematics and are therefore at risk of dropping out.


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Author Biographies

Antonín Jančařík, Department of Mathematics and Mathematical Education, Faculty of Education, Charles University, M. D. Rettigové 4, 116 39, Praha 1, Czech Republic

Ph.D. in Algebra and habilitation (doc.) in Mathematics Education at Charles University, Prague (Czech Republic), vice-dean for research of the Faculty of Education, author of more than 250 scientific publications, including articles, books, chapters, and conference proceedings.

Guilherme Stecca Marcom, Department of Mathematics and Mathematical Education, Faculty of Education, Charles University, M. D. Rettigové 4, 116 39, Praha 1, Czech Republic

Degree in Physics, Mathematics and Pedagogy, master's and PhD in Science and Mathematics Education with projects in large-scale evaluation, socioeconomic variables, public policies, educational formative indicators, physics teaching and psychometry. Postdoc at the Department of Mathematics and Mathematical Education (Faculty of Education, Charles University, Prague/Czech Republic). Internship PhD in Basque Institute for Research and Evaluation in Education (Bilbao/Basque Country/Spain). Physics teacher in São Paulo State Department of Education and Physics Institute Gleb Wataghin (IFGW/UNICAMP). 

Maurício Kleinke, Department of Applied Physics, Physics Institute Gleb Wataghing, University State of Campinas, Sérgio Buarque de Holanda, 777, 13083-859, Campinas - SP, Brazil

He was under graduated and PhD in Physics, all from State University of Campinas. Currently is an assistant professor at the State University of Campinas. He has been dedicated to researching in the Teaching area, with an emphasis on microdata analysis from large-scale assessment. Teaches classes for initial teacher training and also at graduate courses in Science Teaching.


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How to Cite

Jančařík, A., Marcom, G., & Kleinke, M. (2023). Mathematics Attitude of Future Teachers of Stem Subjects. Journal of Education Culture and Society, 14(2), 349–362.

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