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Pensamiento matemático creativo en aulas de enseñanza primaria: entornos didácticos que posibilitan su desarrollo

  • Paulina Araya [1] ; Valentina Giaconi [2] ; María Victoria Martínez [2]
    1. [1] Universidad Alberto Hurtado

      Universidad Alberto Hurtado

      Santiago, Chile

    2. [2] Universidad de O’Higgins
  • Localización: Calidad en la educación, ISSN-e 0718-4565, Nº. 50, 2019, págs. 319-356
  • Idioma: español
  • DOI: 10.31619/caledu.n50.717
  • Títulos paralelos:
    • Creative mathematical thinking in primary education classrooms: didactic environments that favor its development
  • Enlaces
  • Resumen
    • español

      La creatividad matemática se relaciona con la capacidad de crear ideas, soluciones o preguntas que resultan novedosas desde la perspectiva de quien las genera. El desarrollo de esta habilidad es relevante en matemática a nivel profesional y escolar. Este artículo muestra los resultados de una investigación cuyo propósito fue determinar la influencia de los entornos didácticos en la creatividad matemática de los estudiantes. Para ello se evaluó la creatividad matemática de 576 estudiantes de 5° básico pertenecientes a 21 cursos y 17 escuelas de Santiago de Chile y se emplearon modelos multinivel para indagar el efecto de distintos entornos didácticos. Los resultados muestran que el efecto del aula explica un 16% de la varianza total en la creatividad matemática de los estudiantes participantes. Una vez incorporados las variables de control “Nivel socioeconómico”, “Género” y los resultados de “Simce”, se observó que aquellos estudiantes que estuvieron en un entorno didáctico con una enseñanza caracterizada por involucrarlos de forma activa en la construcción de ideas y cuyos profesores mostraron una mayor capacidad para variar la dificultad de los problemas matemáticos, obtuvieron puntajes de creatividad matemática significativamente más altos. Estos hallazgos relevan la importancia del trabajo en el aula para el desarrollo del pensamiento matemático creativo.

    • English

      Mathematical creativity is related to the ability to create ideas, solutions or questions that are novel, from the perspective of who generates them. The development of this skill is relevant in mathematics at both the professional and grade school level. This article shows the results of a study which sought to determine the influence of didactic environments on students’ mathematical creativity. To this end, we evaluated the mathematical creativity of 576 5th grade students, from 21 cohorts and 17 schools in Santiago de Chile, and used multilevel models to investigate the effect of different teaching environments. The results show that the classroom effect helps to explain 16% of the total variance in the mathematical creativity of the participating students. Once the control variables “Socioeconomic Level”, “Gender” and “Simce” (standardized test results) were incorporated, it was observed that those students who were in a didactic environment with teaching characterized by actively involving them in the construction of ideas and whose teachers showed a greater capacity to vary the difficulty of the mathematical problems, obtained significantly higher scores of mathematical creativity. These findings reveal the importance of classroom experiences for the development of creative mathematical thinking.

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Los metadatos del artículo han sido obtenidos de SciELO Chile
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