La ansiedad matemática

• María Sagasti-Escalona ^[1]
  1. [1] Universidad de Almería

     Universidad de Almería

     Almería, España

     
• Localización: Matemáticas, Educación y Sociedad, ISSN-e 2603-9982, Vol. 2, Nº. 2, 2019, págs. 1-18
• Idioma: español
• Títulos paralelos:
  • Mathematical anxiety
• Enlaces
  • Texto completo
• Resumen
  • español

    El presente trabajo es una revisión descriptiva sobre el tema de la ansiedad matemática que sufren muchas personas, y en especial los jóvenes, cuando tienen que enfrentarse a una tarea matemática donde se explican los estudios más actuales que se están realizando sobre este tema y concretamente los de las interpretaciones de amenazas que les impiden el aprendizaje en este área. Esta problemática es una de las más importantes del campo de la enseñanza de las matemáticas y en este artículo se presenta un examen conciso para que los docentes, psicopedagogos y orientadores reflexionen cómo abordar nuevas pedagogías en este área. Una visión de la tendencia de los estudios científicos más innovadores sugiere que cada vez hay más investigaciones de este tema a nivel global. Esto puede ser porque en la sociedad abundan las actitudes que fomentan la ansiedad matemática. A lo largo del trabajo se explica que los sentimientos de aprensión, tensión o incomodidad experimentados por muchos individuos al realizar actividades matemáticas o en un contexto matemático son emocionales, afectan a la memoria de trabajo y pueden explicarse a través de una apreciación de distintas formas de amenazas de estereotipos. Mediante estudios psiconeurológicos, se ha visto que la forma de intervenir más adecuada dependerá de la percepción de los estereotipos asociados en cada caso. También, se muestran recientes estudios para fomentar el cambio de pensamiento y convertir situaciones prácticas y habituales que generan ansiedad a otras que construyan una situación positiva mediante el desarrollo de la resiliencia matemática.

  • English

    This work is a descriptive review of the mathematical anxiety that many people, and especially young people, suffer when they have to deal with a mathematical task. It shows the current studies being carried out on this subject and specifically those of interpretations of threats that prevent them from learning in this area. This problem is one of the most important in the field of mathematics teaching and this article presents a concise examination so that teachers, psychopedagogues and counselors can reflect on how to approach new pedagogies in this area. A view of the trend of the most innovative scientific studies suggests that there is more and more research on this topic at the global level. This may be because society abounds with attitudes that foster mathematical anxiety. Throughout the work it is explained that the feelings of apprehension, tension or discomfort experienced by many individuals when performing mathematical activities or in a mathematical context are emotional, can affect working memory and can be explained through an appreciation of different forms of threatening stereotypes. Psychoneurological studies have shown that the most appropriate way to intervene will depend on the perception of the associated stereotypes in each case. Also, recent studies are shown to encourage thought change and convert practical and habitual situations that generate anxiety to others that build a positive situation through the development of mathematical resilience.

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