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Diferencias de género en test de rotación mental: una perspectiva desde la enseñanza de la geometría

  • Isabel Ramírez-Uclés [1] ; Rafael Ramírez Uclés [2]
    1. [1] Universidad Nacional de Educación a Distancia

      Universidad Nacional de Educación a Distancia

      Madrid, España

    2. [2] Universidad de Granada

      Universidad de Granada

      Granada, España

  • Localización: Educación XX1: Revista de la Facultad de Educación, ISSN-e 2174-5374, ISSN 1139-613X, Vol. 26, Nº 2, 2023, págs. 352-372
  • Idioma: español
  • Títulos paralelos:
    • Gender differences in mental rotation test: a geometry-teaching perspective
  • Enlaces
  • Resumen
    • español

      De acuerdo con la literatura, los hombres obtienen puntuaciones superiores a las mujeres en ciertas pruebas de rotación mental y en ejercicios de resolución de problemas complejos. Este estudio analiza los tipos de errores cometidos en la subprueba de relaciones espaciales de habilidades mentales primarias (PMA) por 328 estudiantes de secundaria (edades comprendidas entre los 13 y 16 años). De ellos, 143 participaban en un programa de estímulo del talento matemático, dado que habían mostrado habilidades en la resolución de problemas matemáticos complejos. Los tipos de errores detectados se definen en términos del ángulo de rotación del objeto y la presencia de simetrías en los ítems del test. Los resultados muestran un rendimiento significativamente mayor de los alumnos con alta habilidad matemática. Las diferencias de género únicamente se evidencian a favor de los chicos en la puntuación global del test y en el número de ítems no contestados. Sin embargo, no se encuentran diferencias de género en ninguno de los tipos de errores asociados a las propiedades geométricas de los ítems. Además, no existe interacción significativa entre las variables independientes género y habilidad para la resolución de problemas complejos. Las conclusiones extraídas de esos hallazgos introducen matices en la comprensión de las diferencias de género identificadas tradicionalmente en las habilidades de visualización, particularmente en relación con las propiedades geométricas en las pruebas de rotación mental. Se enfatiza que la investigación educativa puede focalizarse en otros aspectos, como pueden ser los emocionales o actitudinales que afectan al proceso de realización de los test, como la rapidez o el uso de estrategias menos eficientes.

    • English

      According to reports in the literature, males score higher on certain mental rotation tests and complex problem-solving exercises than females. This study analyzes the types of errors made in the Primary Mental Abilities (PMA) space relations sub-test test by 328 secondary school students (ages 13 to 16), 143 of whom, having exhibited complex mathematical problem-solving abilities, were participating in a mathematical talent enhancement programme. The error types detected are defined in terms of angle of rotation of the object and the presence of symmetries in the items of the test. The findings show significantly higher performance in the more mathematically gifted students. Gender differences are only evidenced in the total score of the test and the number of non-answered items, where boys got higher scores than girls. Moreover, there is no significant interaction between the independent variables gender and complex mathematical problem-solving abilities. The conclusions drawn from those findings introduce nuances in the understanding of the gender difference traditionally identified in visualisation, particularly in connection with geometric properties in mental rotation tests. It is stressed that educational research focuses on other aspects, like emotional or behavioural ones that can impact test execution, like speed or the use of less efficient strategies.

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