Motivación intrínseca en la formación de maestros
- Francisco José Castillo Hernández 1
- Ana Belén Montoro Medina 2
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1
Universidad de Almería
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2
Universidad de Granada
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- Antonio Codina Sánchez (ed. lit.)
- María Francisca Moreno Carretero (ed. lit.)
Publisher: Editorial Universidad de Almería (edual) ; Universidad de Almería
ISBN: 978-84-1351-004-0
Year of publication: 2019
Pages: 153-175
Congress: Seminario Nacional "Investigaciones en pensamiento numérico y algebraico" (1. 2018. Almería)
Type: Conference paper
Abstract
The aim of this paper is to analyze factors that facilitate concentration and enjoyment to Preservice Primary Teachers while working in groups to solve mathematical tasks. To achieve this goal, nine groups of three to five students were video-recorded while solving capacity and volume measurement tasks. Collected data were analyzed following an observation template based on Flow Theory and Self-Determination Theory, six main factors were analyzed: feedback, clarity of the goal, level of challenge and skills, perceived competence, autonomy and the relationship established with their work group and the teacher. Results show that, when students feel comfortable expressing their ideas, they perceive support from their peers and feedback indicates that they are on the right track, their confidence in their abilities increases, which favors concentration and the enjoyment. In addition, students were more confident in solving capacity tasks than volume tasks