A comparative analysis of traditional classroom and future classroom lab in mathematics education: exploring pre-service teachers’ emotions and self-efficacy beliefs

Description

Ana Isabel Montero-Izquierdo and two colleagues compare two classrooms for teaching mathematics to future teachers: a traditional room and a future classroom lab, a flexible technology-rich space. Trainee teachers famously arrive with emotional resistance to mathematics and shaky confidence, and the study asks whether the room itself can change that.

One hundred five trainees completed emotion and self-efficacy questionnaires before and after the course, in intact groups assigned by convenience. Both settings helped, but the lab produced significantly larger gains in positive emotions and confidence beliefs. Gender and prior educational background did not modify the effects. After the course, emotions and confidence correlated far more tightly in the lab group than in the traditional group. The authors argue that embedding the lab in mathematics preparation can dissolve the aversion trainees carry, which should echo into their own future classrooms.

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Source: https://europepmc.org/article/MED/PMC13651559