Creencias hacia las matemáticas en Educación Secundaria: Una revisión sistemática

• María Juan-Gallego ^[1] ; María Santágueda-Villanueva ^[1] ; María T. Sanz ^[2]
  1. [1] Universitat Jaume I

     Universitat Jaume I

     Castellón, España

     
  2. [2] Universitat de València

     Universitat de València

     Valencia, España

     
• Localización: Matemáticas, Educación y Sociedad, ISSN-e 2603-9982, Vol. 9, Nº. 2, 2026, págs. 13-34
• Idioma: español
• Títulos paralelos:
  • Mathematics Beliefs in Secondary Education: A Systematic Review
• Enlaces
  • Texto completo
• Resumen
  • español

    Este estudio presenta una revisión sistemática sobre las creencias hacia las matemáticas en educación secundaria (12–16 años), analizando la producción científica publicada entre 2022 y 2026. Siguiendo las directrices PRISMA 2020, se seleccionaron 41 estudios (38 empíricos y 3 revisiones sistemáticas). La revisión combinó análisis bibliométrico y análisis cualitativo de contenido. Los resultados identifican la autoeficacia y el autoconcepto matemático como las variables más investigadas y los predictores más consistentes del rendimiento académico. Asimismo, el valor de utilidad de las matemáticas se asocia con una mayor persistencia en itinerarios STEM. La eficacia de las intervenciones basadas en mentalidad de crecimiento depende del contexto educativo y delas creencias docentes. Además, factores como el apoyo familiar, los estereotipos y las expectativas del profesorado influyen en la formación de las creencias matemáticas del alumnado y su trayectoria educativa.

  • português

    This study presents a systematic review of beliefs about mathematics in secondary education (ages 12–16), analyzing scientific literature published between 2022 and 2026. Following the PRISMA 2020 guidelines, 41 studies were selected, including 38 empirical studies and 3 systematic reviews. The review combined bibliometric analysis and qualitative content analysis. The results identify mathematical self-efficacy and self-concept as the most frequently investigated variables and the most consistent predictors of academic achievement. Furthermore, the perceived utility value of mathematics is associated with greater persistence in STEM pathways. The effectiveness of growth mindset interventions depends on the educational context and teachers’ beliefs. In addition, factors such as family support, stereotypes, and teachers’ expectations influence the development of students’ mathematical beliefs and shape their educational trajectories.

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