Ansiedad matemática en alumnado de primaria y su relación con autopercepción y gusto por las matemáticas:Una aproximación fisiológica

The mathematics teaching-learning processes cannot be understood without considering cognitionaffectinteractions. Certain elements among those that make up what is known as the affective domainin mathematics might represent a real barrier to learning when they exhibit negative states. Thesetypes of problems begin to manifest themselves at a very early age, so it is necessary to understandtheir causes and their etiology to avoid, alleviate or suppress them. This work focuses its attentionon the relationships between mathematical self-perception, enjoyment of mathematics andmathematical anxiety in students in the third year of primary school (8-9 yr), making a physiologicalapproach to the latter. The results show that mathematical self-perception and enjoyment ofmathematics correlate negatively, moderately intensely and significantly with math anxiety.