Intervention study demonstrates pedagogical benefits for pre-service teachers in a future classroom lab, suggesting improved mathematics attitudes.
The affective domain has a great influence on mathematics learning and academic performance. Therefore, it is important to analyze different variables to propose mathematics interventions that stimulate positive emotion, self-efficacy, and attitude in students. Pre-service teachers (PST) benefit from a novel pedagogical intervention in which they experience a positive classroom environment. The scope of this study is to understand the effects of PSTs by performing an innovative didactic intervention in the future classroom lab (FCL) in a mathematics course.
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Montero-Izquierdo et al. (2024) studied this question.
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