Estudio Psicométrico de la Escala de Actitudes hacia las Matemáticas (EAM-29) en Docentes en Formación

Teachers’ attitudes influence both their own learning and their future teaching practice. This study analyzes the psychometric properties of the Mathematics Attitudes Scale (Escala de Actitudes hacia las Matemáticas, EAM) developed by Palacios et al. (2014) in a sample of 411 undergraduate students enrolled in a primary education degree, with the aim of examining its validity and proposing a refined version. From a three-dimensional perspective—emotional, motivational, and cognitive—previous instruments were reviewed, highlighting the need for valid and context-sensitive tools. Factor analysis revealed a three-factor structure comprising 29 items that assess motivation, confidence, and enjoyment of mathematics. The new version, EAM-29, demonstrated adequate reliability and validity indices. In conclusion, it constitutes a robust and accessible instrument for investigating attitudes toward mathematics in initial teacher education.