Cognitive dissonance that different mathematics teachers report feeling in their classrooms

Abstract

The research shows the continuous presence of affective processes that influence and are influenced by cognitive processes, behaviours and, in the case of our mathematics teachers, by interactions with students. We analyse from a qualitative perspective the processes of cognitive dissonance that occur when teaching mathematics at different educational levels. The main objective is to describe these processes from the experience of our cases and relate them to the mathematical content, the didactics of mathematical content and classroom management. The results show the amount of psychological discomfort that mathematics teachers have to deal with on a daily basis and how some of these processes are not solved and remain a long-term concern for teachers. It also shows examples of how our cases manage situations of dissonance, which can enable us to become more aware of what we feel, why we feel it and how we can reduce or even eliminate cognitive dissonance. Reflecting on these processes is essential to mitigate teachers' discomfort, thus reducing the risk of burnout and professional attrition.