Estudiantes con y sin fracaso en matemáticas: análisis de variables cognitivas y afectivas implicadas

• José Hernando Ávila-Toscano ^[1] ; Leonardo José Vargas-Delgado ^[1] ; Teremy Tovar-Ortega ^[1] ; Emilio Ariel Hernández-Chang ^[2]
  1. [1] Universidad del Atlántico

     Universidad del Atlántico

     México

     
  2. [2] Corporación Universitaria Minuto de Dios

     Corporación Universitaria Minuto de Dios

     Colombia

     
• Localización: Avances de investigación en educación matemática: AIEM, ISSN-e 2254-4313, Nº. 26, 2024, págs. 147-163
• Idioma: español
• DOI: 10.35763/aiem26.5271
• Títulos paralelos:
  • Students With and Without Math Failure: Analysis of the Cognitive and Affective Variables Involved
• Enlaces
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Aunque la matemática es crucial en la formación educativa, el desempeño es bajo en estudian-tes de Latinoamérica, siendo relevante analizar factores que inciden en el éxito-fracaso disciplinar. Este estudio analiza efectos funcionales de ansiedad matemática, autorregulación del aprendizaje, autoeficacia, competencia percibida y expectativas de logro en matemática entre estudiantes con y sin historial de fra-caso en la asignatura, con el objetivo de identificar efectos predictivos de dichas variables sobre la experiencia de éxito o fracaso. Mediante un diseño transversal predictivo, se evaluó a 577 estudiantes colombianos de secundaria aplicando análisis comparativo, relacional y regresión logística binaria. El fracaso en matemáticas fue predicho por hábitos inadecuados de regulación, baja competencia percibida y poca expectativa de logro. Los resultados respaldan la importancia de enseñar matemáticas con estrategias que fomenten autorregulación del aprendizaje y emociones positivas, las cuales buscan generar cogniciones favorables que redunden en la confianza estudiantil en su capacidad matemática

  • English

    Although mathematics is crucial in educational training, performance is low in Latin American students, which makes it relevant to analyze the factors that influence success-failure in the discipline. This study analyzes the functional effects of mathematics anxiety, learning self-regulation, self-efficacy, perceived competence, and achievement expectations in mathematics among students with and without a history of failure in the subject, with the aim of identifying the predictive effects of these variables on the experience of success or failure. A cross-sectional predictive design was used to assess 577 Colombian high school students using comparative, relational, and binary logistic regression analysis. Failure in mathe-matics was predicted by inadequate regulation habits, low perceived competence, and low achievement expectations. The results support the importance of teaching mathematics with strategies that promote self-regulation of learning and positive emotions that seek to generate favorable cognitions that lead to students’ confidence in their mathematical abilities

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