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Reducción de la ansiedad matemática en profesorado en formación inicial: un metaanálisis

    1. [1] Universidad de Valladolid

      Universidad de Valladolid

      Valladolid, España

  • Localización: Enseñanza de las ciencias: revista de investigación y experiencias didácticas, ISSN-e 2174-6486, ISSN 0212-4521, Vol. 44, Nº 1, 2026, págs. 103-124
  • Idioma: español
  • DOI: 10.5565/rev/ensciencias.6415
  • Títulos paralelos:
    • Reduction of Mathematics Anxiety in Pre-Service Teachers: A Meta-Analysis
  • Enlaces
  • Resumen
    • español

      La ansiedad matemática impacta negativamente en el profesorado, afectando a su práctica de aula y transmitiéndose a su propio alumnado. Esta problemática debe abordarse desde las primeras etapas del desarrollo profesional docente, siendo así especialmente relevantes las intervenciones orientadas a reducir esta ansiedad desde la formación inicial. Este estudio lleva a cabo un metaanálisis de tales intervenciones para identificar sus características más eficientes, atendiendo a los tamaños de su efecto. Los resultados muestran cómo estos tamaños son, en general, moderados en cuanto a la reducción de ansiedad matemática y, a su vez, sugieren un aumento de la eficacia con la duración, siendo las más efectivas aquellas que focalizan su atención en la resolución de problemas, así como las basadas en la generación de entornos de trabajo acogedores y no limitantes.

    • English

      Mathematics anxiety negatively affects teachers by influencing their classroom practice and being transmitted to their students. This issue must be addressed from the earliest stages of teachers’ professional development, making the interventions that are aimed at reducing such anxiety during initial teacher training particularly relevant. This study conducts a meta-analysis of these interventions in order to identify their most effective characteristics, based on effect sizes. The results show that effect sizes are generally moderate in terms of reducing mathematics anxiety but, in addition, suggest an increase in effectiveness during longer interventions. The most effective interventions are those that focus on problem solving, as well as those based on the creation of supportive, welcoming, and non-restrictive learning environments.

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