Importancia de la competencia docente percibida para la motivación y rendimiento en matemáticas

• Rodríguez Rodríguez, Daniel ^[1] ; Pérez Montesdeoca, Héctor ^[1]
  1. [1] Universidad Europea de Canarias

     Universidad Europea de Canarias

     Orotava, La, España

     
• Localización: PNA: Revista de investigación en didáctica de la matemática, ISSN-e 1887-3987, Vol. 19, Nº. 1, 2024 (Ejemplar dedicado a: (October, 2024)), págs. 81-102
• Idioma: español
• DOI: 10.30827/pna.v19i1.29060
• Títulos paralelos:
  • A importância da percepção da competência docente para a motivação e os resultados em matemática
  • Importance of perceived teacher competence for motivation and performance in mathematics
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este estudio tiene como objetivo examinar las interrelaciones entre la competencia docente percibida por el profesorado de matemáticas de Educación Secundaria Obligatoria, la motivación matemática del alumnado y su rendimiento en esta materia, teniéndose en cuenta las diferencias preexistentes en la inteligencia y rendimiento académico anterior de los y las estudiantes. Se analizaron los datos de 84 docentes y sus 1945 estudiantes. Los análisis de trayectoria multinivel revelaron asociaciones significativas dentro y entre aulas de la competencia docente percibida con la motivación hacia las matemáticas del alumnado y su rendimiento académico.

  • português

    Este estudo tem como objetivo examinar as inter-relações entre a perceção da competência pedagógica dos professores de matemática do ensino secundário obrigatório, a motivação matemática dos alunos e o seu desempenho nesta disciplina, tendo em conta as diferenças pré-existentes na inteligência dos alunos e no seu desempenho académico anterior. Foram analisados dados de 84 professores e dos seus 1945 alunos. As análises de percurso multinível revelaram associações significativas dentro e entre classes da perceção da competência do professor com a motivação matemática e o desempenho académico dos alunos.

  • English

    This study aims to examine the interrelations between the perceived teaching competence of mathematics teachers in Secondary Education, students' mathematical motivation and their performance in this subject, controlling for preexisting differences in students' intelligence and prior academic performance. Data from 84 teachers and their 1945 students were analyzed. Multilevel path analyses revealed significant within- and between-class associations of perceived teacher competence with students' mathematics motivation and academic achievement.

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