Abstract
Based on evidence and empirical analysis of different variables associated to academic achievement, this research aims to identify elements to be considered in the training process of early education mathematics teachers. Among the different researched factors, affective-attitudinal factors linked to mathematics learning are highlighted, due to the fact that they can strengthen, inhibit or block mathematics learning. Based on this evidence, it is highly relevant that early cycle teaching professionals add to their teaching practices different strategies and teaching resources to promote the development of Early Mathematical Competencies (EMC) – not only relational but also numerical ones – and to strengthen logical intelligence. The binary logistical regression analysis performed (n=630) allows to infer that medium-high levels of logical intelligence, adequate levels of relational and numerical EMCs, a favorable predisposition towards mathematics, and low levels of perception of undisciplined behavior are factors that can greatly explain the probability of being part of the medium-high level category of mathematics achievement. These findings and potential consequences for practicing teachers, as well as for the educational development programs involving them, are discussed in this paper.
Early mathematics competencies; Logical intelligence; Favorable predisposition toward mathematics; School environment; School mathematics performance