Abstract

Introduction:   Positive and negative attitudes influence the teaching-learning processes of mathematics, so this study focused on analyzing the psychometric properties of the Attitudes Toward Mathematics Scale (EAHM-U) in Colombian university students to provide a context-adjusted and truly validated measurement tool.

Method:   An instrumental design was used with 446 undergraduate mathematics students to analyze the factor structure and internal consistency of the instrument scores.

Results:   a 13-item instrument with two dimensions called benefit from mathematics and difficulty in learning mathematics was obtained.

Discussion:   The modified scale presents adequate psychometric qualities, favorable levels of reliability in the scores, and indicators of replicability, suggesting that the items measure each dimension appropriately.

Keywords: Attitudes towards mathematics; teachers; teaching-learning; questionnaire