Actividad física y competencia matemática en la infancia: un análisis crítico de su capacidad predictiva
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Rodríguez-Padín, Rocío
[1]
;
Arufe-Giráldez, Víctor
[1]
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[1] Universidade da Coruña
Universidade da Coruña
A Coruña, España
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- Localización: Educa: revista internacional para la calidad educativa, ISSN-e 2792-7660, Vol. 6, Nº. 1, 2026
- Idioma: español
- DOI: 10.55040/arm05z39
- Títulos paralelos:
- Physical activity and mathematical competence in childhood: a critical analysis of its predictive capacity
- Enlaces
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Resumen
- español
La relación entre la actividad física y el desarrollo de la competencia matemática en la infancia ha sido ampliamente estudiada desde enfoques que destacan el papel del movimiento en los procesos cognitivos y de aprendizaje. No obstante, la evidencia empírica muestra resultados heterogéneos y, en muchos casos, se apoya en indicadores globales de actividad física. El objetivo de este estudio fue analizar la capacidad predictiva de la actividad física estructurada y no estructurada sobre la competencia matemática informal, formal y total en alumnado del último curso de Educación Infantil.
Se adoptó un diseño cuantitativo ex post facto de tipo correlacional–predictivo. La competencia matemática se evaluó mediante el Test de Competencia Matemática Básica (TEMA-3) y la actividad física mediante un cuestionario de elaboración propia cumplimentado por las familias. Se estimaron modelos de regresión lineal múltiple en la muestra total y por sexo. Los modelos de regresión presentaron una capacidad explicativa muy limitada, con valores de R² corregido próximos a cero o negativos y ausencia de significación estadística en la prueba ANOVA, tanto en la muestra total como en los análisis desagregados por sexo. Se concluye que la actividad física, considerada de forma global y lineal, no actúa como predictor directo de la competencia matemática en la muestra analizada, lo que subraya la necesidad de modelos explicativos más complejos que integren variables cognitivas, motrices y contextuales.
- English
The relationship between physical activity and the development of mathematical competence in childhood has been widely studied from perspectives that emphasize the role of movement in cognitive and learning processes. However, empirical evidence remains heterogeneous and often relies on global indicators of physical activity. The aim of this study was to examine the predictive capacity of structured and unstructured physical activity on informal, formal, and total mathematical competence in children attending the final year of Early Childhood Education. A quantitative ex post facto correlational–predictive design was adopted. Mathematical competence was assessed using the Test of Early Mathematical Competence (TEMA-3), and physical activity was measured through a self-developed questionnaire completed by families. Multiple linear regression models were estimated for the total sample and by sex. The regression models showed very limited explanatory power, with adjusted R² values close to zero or negative and non-significant ANOVA results in both the total sample and the sex-disaggregated analyses. It is concluded that physical activity, when considered globally and through linear models, does not function as a direct predictor of mathematical competence in the analyzed sample, highlighting the need for more complex explanatory frameworks that integrate cognitive, motor, and contextual variables.
- español
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