Actitud hacia las matemáticas: Una revisión documental
Palabras clave:
Matemáticas, Psicología de la educación, Actitudes del alumno, Metodología de enseñanza
Resumen
La actitud de los estudiantes hacia las matemáticas es un factor determinante en su desempeño académico y su disposición al aprendizaje, constituyéndose en un eje de estudio fundamental en la didáctica de las matemáticas. Este artículo realiza una revisión sistemática de la literatura en bases de datos especializadas, con el propósito de identificar las principales categorías que configuran la actitud hacia las matemáticas y los elementos que inciden en su desarrollo. Se evidencia que las actitudes desfavorables se asocian con ansiedad, bajo rendimiento y desinterés, lo que impacta negativamente el proceso de aprendizaje. Para su medición, se identifican predominantemente escalas tipo Likert, complementadas con herramientas alternativas que permiten una mejor caracterización de la actitud matemática. Como resultado del análisis, se construye un modelo basado en teoría de grafos que permite representar la interacción entre los factores que influyen en la actitud matemática. Se concluye que la actitud desempeña un papel central en la enseñanza y el aprendizaje de las matemáticas, lo que resalta la necesidad de diseñar e implementar ambientes educativos que favorezcan el desarrollo de actitudes positivas. La generación de entornos adecuados y estrategias innovadoras se presenta como una vía para mitigar los efectos negativos de la ansiedad y el rechazo a la matemática, promoviendo así una relación más favorable entre los estudiantes y esta ciencia.
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Citas
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Ayalon, M., Wilkie, K. J., & Eid, K. H. (2021). Relating students’ emotions during argumentative discourse to their learning of real-life functional situations. Educational Studies in Mathematics, 110, 23–48. https://doi.org/10.1007/s10649-021-10121-5
Barnes, A. (2019). Perseverance in mathematical reasoning: The role of children’s conative focus in the productive interplay between cognition and affect. Research in Mathematics Education, 21(3), 271–294. https://doi.org/10.1080/14794802.2019.1590229
Bartley, S. R., & Ingram, N. (2018). Parental modelling of mathematical affect: Self-efficacy and emotional arousal. Mathematics Education Research Journal, 30, 277–297. https://doi.org/10.1007/s13394-017-0233-3
Batchelor, S., Torbeyns, J., & Verschaffel, L. (2019). Affect and mathematics in young children: An introduction. Educational Studies in Mathematics, 100, 201–209. https://doi.org/10.1007/s10649-018-9864-x
Buckley, S., & Sullivan, P. (2021). Reframing anxiety and uncertainty in the mathematics classroom. Mathematics Education Research Journal, 33(3), 375–394. https://doi.org/10.1007/s13394-021-00393-8
Chen, J., Kolmos, A., & Clausen, N. R. (2023). Gender differences in engineering students’ understanding of professional competences and career development in the transition from education to work. International Journal of Technology and Design Education, 33(3), 1121–1142. https://doi.org/10.1007/s10798-022-09759-w
Chen, S. Y., & Lin, S. W. (2020). A cross-cultural study of mathematical achievement: From the perspectives of one’s motivation and problem-solving style. International Journal of Science and Mathematics Education, 18, 1149–1167. https://doi.org/10.1007/s10763-019-10011-6
Copur-Gencturk, Y., Thacker, I., & Quinn, D. (2021). K–8 teachers’ overall and gender-specific beliefs about mathematical aptitude. International Journal of Science and Mathematics Education, 19, 1251–1269. https://doi.org/10.1007/s10763-020-10104-7
Dew, K. M. H., Galassi, J. P., & Galassi, M. D. (1983). Mathematics anxiety: Some basic issues. Journal of Counseling Psychology, 30(3), 443–446. https://doi.org/10.1037/0022-0167.30.3.443
Dhindsa, H. S., & Salleh, S. Z. B. H. M. (2018). Affective domain progression in single-sex and coeducational schools. International Journal of Science and Mathematics Education, 16, 891–908. https://doi.org/10.1007/s10763-015-9692-8
Dowker, A., Cheriton, O., & Horton, R. (2019). Relationships between attitudes and performance in young children’s mathematics. Educational Studies in Mathematics, 100, 211–230. https://doi.org/10.1007/s10649-019-9880-5
Fennema, E., & Sherman, J. A. (1976). Fennema–Sherman Mathematics Attitude Scale: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324–326. https://doi.org/10.2307/748467
Forgasz, H. J., & Leder, G. C. (2017). Persistent gender inequities in mathematics achievement and expectations in Australia, Canada and the UK. Mathematics Education Research Journal, 29, 261–282. https://doi.org/10.1007/s13394-017-0190-x
Forgasz, H. J., Leder, G. C., & Gardner, P. L. (1999). The Fennema–Sherman Mathematics as a Male Domain Scale reexamined. Journal for Research in Mathematics Education, 30(3), 342–348. https://doi.org/10.2307/749839
Geisler, S., & Rolka, K. (2021). “That wasn’t the math I wanted to do!”: Students’ beliefs during the transition from school to university mathematics. International Journal of Science and Mathematics Education, 19, 599–618. https://doi.org/10.1007/s10763-020-10072-y
Greensfeld, H., & Deutsch, Z. (2022). Mathematical challenges and the positive emotions they engender. Mathematics Education Research Journal, 34, 15–36. https://doi.org/10.1007/s13394-020-00330-1
Guo, M., Leung, F. K. S., & Hu, X. (2020). Affective determinants of mathematical problem posing: The case of Chinese Miao students. Educational Studies in Mathematics, 105, 367–387. https://doi.org/10.1007/s10649-020-09972-1
Hannula, M. S. (2019). Young learners’ mathematics-related affect: A commentary on concepts, methods, and developmental trends. Educational Studies in Mathematics, 100, 309–316. https://doi.org/10.1007/s10649-018-9865-9
Jamaluddin, M., Mustaji, M., Bachri, B. S., & Sutarto, A. P. (2023). The role of gender and self-efficacy on the relationship between flipped and flex blended learning and mathematics abilities. International Journal of Information and Education Technology, 13(5), 873–881. https://doi.org/10.18178/ijiet.2023.13.5.1882
Laine, A., Ahtee, M., & Näveri, L. (2020). Impact of teacher’s actions on emotional atmosphere in mathematics lessons in primary school. International Journal of Science and Mathematics Education, 18, 163–181. https://doi.org/10.1007/s10763-018-09948-x
Lim, S. Y., & Chapman, E. (2013). An investigation of the Fennema–Sherman Mathematics Anxiety Subscale. Measurement and Evaluation in Counseling and Development, 46(1), 26–37. https://doi.org/10.1177/0748175612459198
Liou, P. Y., Lin, Y. M., Huang, S. C., & Chen, S. (2022). Gender differences in science motivational beliefs and their relations with achievement over grades 4 and 8: A multinational perspective. International Journal of Science and Mathematics Education, 21, 233–249. https://doi.org/10.1007/s10763-021-10243-5
Markovits, Z., & Forgasz, H. (2017). “Mathematics is like a lion”: Elementary students’ beliefs about mathematics. Educational Studies in Mathematics, 96, 49–64. https://doi.org/10.1007/s10649-017-9759-2
Marsh, D. D., Sharpe, S. T., & Graham, S. E. (2024). The role of mathematics and science expectancy–value attitudes in students’ STEM course-taking and major choices. Journal for STEM Education Research, 7, 362–397. https://doi.org/10.1007/s41979-024-00125-0
Martínez, G., Arellano, Y., Hernández, A., & Nava, C. (2019). Daily emotional experiences of a high school mathematics teacher in the classroom: A qualitative experience-sampling method. International Journal of Science and Mathematics Education, 17, 591–611. https://doi.org/10.1007/s10763-018-9879-x
Obersteiner, A. (2019). Multiple pathways between affect and mathematical competence in young children—Commentary on the studies in the special issue. Educational Studies in Mathematics, 100, 317–323. https://doi.org/10.1007/s10649-018-9853-0
Parra, Y., Firigua, J., & Silva, L. (2022). Geometría en revolución: Mejorando actitudes desde las TIC. En M. L. Barrero (Ed.), Compilación de procesos investigativos en educación matemática (pp. 394–485). Universidad de Cundinamarca. https://doi.org/10.36436/9789585195493
Passolunghi, M. C., Cargnelutti, E., & Pellizzoni, S. (2019). The relation between cognitive and emotional factors and arithmetic problem-solving. Educational Studies in Mathematics, 100, 271–290. https://doi.org/10.1007/s10649-018-9863-y
Pearn, C., Brew, C., Leder, G., & Bishop, A. (1996). Attitudes towards mathematics: What about NESB students? En P. C. Clarkson (Ed.), Technology in mathematics education: Proceedings of the Nineteenth Annual Conference of the Mathematics Education Research Group of Australasia (pp. 445–452). Mathematics Education Research Group of Australasia Inc.
Petronzi, D., Staples, P., Sheffield, D., Hunt, T., & Fitton, S. (2019). Further development of the Children’s Mathematics Anxiety Scale UK (CMAS–UK) for ages 4–7 years. Educational Studies in Mathematics, 100, 231–249. https://doi.org/10.1007/s10649-018-9860-1
Quaye, J., & Pomeroy, D. (2022). Social class inequalities in attitudes towards mathematics and achievement in mathematics across generations: A quantitative Bourdieusian analysis. Educational Studies in Mathematics, 109, 155–175. https://doi.org/10.1007/s10649-021-10078-5
Rahe, M., & Quaiser-Pohl, C. (2021). Can (perceived) mental-rotation performance mediate gender differences in math anxiety in adolescents and young adults? Mathematics Education Research Journal, 35, 255–279. https://doi.org/10.1007/s13394-021-00387-6
Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math anxiety: Past research, promising interventions, and a new interpretation framework. Educational Psychologist, 53(3), 145–164. https://doi.org/10.1080/00461520.2018.1447384
Ren, L., & Smith, W. M. (2018). Teacher characteristics and contextual factors: Links to early primary teachers’ mathematical beliefs and attitudes. Journal of Mathematics Teacher Education, 21, 321–350. https://doi.org/10.1007/s10857-017-9365-3
Roche, A., Gervasoni, A., & Kalogeropoulos, P. (2021). Factors that promote interest and engagement in learning mathematics for low-achieving primary students across three learning settings. Mathematics Education Research Journal, 33(4), 661–683. https://doi.org/10.1007/s13394-021-00402-w
Roth, W. M., & Walshaw, M. (2019). Affect and emotions in mathematics education: Toward a holistic psychology of mathematics education. Educational Studies in Mathematics, 102, 111–125. https://doi.org/10.1007/s10649-019-09899-2
Samuelsson, J. (2023). Developing students’ relationships with mathematics. Educational Action Research, 31(2), 180–194. https://doi.org/10.1080/09650792.2021.1899012
Sarouphim, K. M., & Chartouny, M. (2017). Mathematics education in Lebanon: Gender differences in attitudes and achievement. Educational Studies in Mathematics, 94, 55–68. https://doi.org/10.1007/s10649-016-9712-9
Sellami, A. L., Al-Ali, A., Allouh, A., & Alhazbi, S. (2023). Student attitudes and interests in STEM in Qatar through the lens of the social cognitive theory. Sustainability, 15(9), 7504. https://doi.org/10.3390/su15097504
Soni, A., & Kumari, S. (2017). The role of parental math anxiety and math attitude in their children’s math achievement. International Journal of Science and Mathematics Education, 15, 331–347. https://doi.org/10.1007/s10763-015-9687-5
Stoehr, K. J. (2017). Building the wall brick by brick: One prospective teacher’s experiences with mathematics anxiety. Journal of Mathematics Teacher Education, 20, 119–139. https://doi.org/10.1007/s10857-015-9322-y
Szczygieł, M., & Pieronkiewicz, B. (2021). Exploring the nature of math anxiety in young children: Intensity, prevalence, reasons. Mathematical Thinking and Learning, 24(3), 248–266. https://doi.org/10.1080/10986065.2021.1882363
Takeuchi, M., & Martin, L. (2018). Examining contextual influences on students’ emotional relationships with mathematics in the early years. Research in Mathematics Education, 20(2), 146–165. https://doi.org/10.1080/14794802.2018.1477058
Voica, C., Singer, F. M., & Stan, E. (2020). How are motivation and self-efficacy interacting in problem-solving and problem-posing? Educational Studies in Mathematics, 105, 487–517. https://doi.org/10.1007/s10649-020-10005-0
Wilkie, K. J., & Sullivan, P. (2018). Exploring intrinsic and extrinsic motivational aspects of middle school students’ aspirations for their mathematics learning. Educational Studies in Mathematics, 97, 235–254. https://doi.org/10.1007/s10649-017-9795-y
Wright, P. (2021). Transforming mathematics classroom practice through participatory action research. Journal of Mathematics Teacher Education, 24, 155–177. https://doi.org/10.1007/s10857-019-09452-1
Yang, C.-C., & Tsai, L.-T. (2024). Positive attitudes toward mathematics and big-fish-little-pond effects among eighth grade Taiwanese students. SAGE Open, 14(4), Article 21582440241300187. https://doi.org/10.1177/21582440241300187
Yuan, Z., Tan, J., & Ye, R. (2023). A cross-national study of mathematics anxiety. Asia-Pacific Education Researcher, 32(3), 295–306. https://doi.org/10.1007/s40299-022-00652-7
Zhu, Y., Kaiser, G., & Cai, J. (2018). Gender equity in mathematical achievement: The case of China. Educational Studies in Mathematics, 99, 245–260. https://doi.org/10.1007/s10649-018-9846-z
Ayalon, M., Wilkie, K. J., & Eid, K. H. (2021). Relating students’ emotions during argumentative discourse to their learning of real-life functional situations. Educational Studies in Mathematics, 110, 23–48. https://doi.org/10.1007/s10649-021-10121-5
Barnes, A. (2019). Perseverance in mathematical reasoning: The role of children’s conative focus in the productive interplay between cognition and affect. Research in Mathematics Education, 21(3), 271–294. https://doi.org/10.1080/14794802.2019.1590229
Bartley, S. R., & Ingram, N. (2018). Parental modelling of mathematical affect: Self-efficacy and emotional arousal. Mathematics Education Research Journal, 30, 277–297. https://doi.org/10.1007/s13394-017-0233-3
Batchelor, S., Torbeyns, J., & Verschaffel, L. (2019). Affect and mathematics in young children: An introduction. Educational Studies in Mathematics, 100, 201–209. https://doi.org/10.1007/s10649-018-9864-x
Buckley, S., & Sullivan, P. (2021). Reframing anxiety and uncertainty in the mathematics classroom. Mathematics Education Research Journal, 33(3), 375–394. https://doi.org/10.1007/s13394-021-00393-8
Chen, J., Kolmos, A., & Clausen, N. R. (2023). Gender differences in engineering students’ understanding of professional competences and career development in the transition from education to work. International Journal of Technology and Design Education, 33(3), 1121–1142. https://doi.org/10.1007/s10798-022-09759-w
Chen, S. Y., & Lin, S. W. (2020). A cross-cultural study of mathematical achievement: From the perspectives of one’s motivation and problem-solving style. International Journal of Science and Mathematics Education, 18, 1149–1167. https://doi.org/10.1007/s10763-019-10011-6
Copur-Gencturk, Y., Thacker, I., & Quinn, D. (2021). K–8 teachers’ overall and gender-specific beliefs about mathematical aptitude. International Journal of Science and Mathematics Education, 19, 1251–1269. https://doi.org/10.1007/s10763-020-10104-7
Dew, K. M. H., Galassi, J. P., & Galassi, M. D. (1983). Mathematics anxiety: Some basic issues. Journal of Counseling Psychology, 30(3), 443–446. https://doi.org/10.1037/0022-0167.30.3.443
Dhindsa, H. S., & Salleh, S. Z. B. H. M. (2018). Affective domain progression in single-sex and coeducational schools. International Journal of Science and Mathematics Education, 16, 891–908. https://doi.org/10.1007/s10763-015-9692-8
Dowker, A., Cheriton, O., & Horton, R. (2019). Relationships between attitudes and performance in young children’s mathematics. Educational Studies in Mathematics, 100, 211–230. https://doi.org/10.1007/s10649-019-9880-5
Fennema, E., & Sherman, J. A. (1976). Fennema–Sherman Mathematics Attitude Scale: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324–326. https://doi.org/10.2307/748467
Forgasz, H. J., & Leder, G. C. (2017). Persistent gender inequities in mathematics achievement and expectations in Australia, Canada and the UK. Mathematics Education Research Journal, 29, 261–282. https://doi.org/10.1007/s13394-017-0190-x
Forgasz, H. J., Leder, G. C., & Gardner, P. L. (1999). The Fennema–Sherman Mathematics as a Male Domain Scale reexamined. Journal for Research in Mathematics Education, 30(3), 342–348. https://doi.org/10.2307/749839
Geisler, S., & Rolka, K. (2021). “That wasn’t the math I wanted to do!”: Students’ beliefs during the transition from school to university mathematics. International Journal of Science and Mathematics Education, 19, 599–618. https://doi.org/10.1007/s10763-020-10072-y
Greensfeld, H., & Deutsch, Z. (2022). Mathematical challenges and the positive emotions they engender. Mathematics Education Research Journal, 34, 15–36. https://doi.org/10.1007/s13394-020-00330-1
Guo, M., Leung, F. K. S., & Hu, X. (2020). Affective determinants of mathematical problem posing: The case of Chinese Miao students. Educational Studies in Mathematics, 105, 367–387. https://doi.org/10.1007/s10649-020-09972-1
Hannula, M. S. (2019). Young learners’ mathematics-related affect: A commentary on concepts, methods, and developmental trends. Educational Studies in Mathematics, 100, 309–316. https://doi.org/10.1007/s10649-018-9865-9
Jamaluddin, M., Mustaji, M., Bachri, B. S., & Sutarto, A. P. (2023). The role of gender and self-efficacy on the relationship between flipped and flex blended learning and mathematics abilities. International Journal of Information and Education Technology, 13(5), 873–881. https://doi.org/10.18178/ijiet.2023.13.5.1882
Laine, A., Ahtee, M., & Näveri, L. (2020). Impact of teacher’s actions on emotional atmosphere in mathematics lessons in primary school. International Journal of Science and Mathematics Education, 18, 163–181. https://doi.org/10.1007/s10763-018-09948-x
Lim, S. Y., & Chapman, E. (2013). An investigation of the Fennema–Sherman Mathematics Anxiety Subscale. Measurement and Evaluation in Counseling and Development, 46(1), 26–37. https://doi.org/10.1177/0748175612459198
Liou, P. Y., Lin, Y. M., Huang, S. C., & Chen, S. (2022). Gender differences in science motivational beliefs and their relations with achievement over grades 4 and 8: A multinational perspective. International Journal of Science and Mathematics Education, 21, 233–249. https://doi.org/10.1007/s10763-021-10243-5
Markovits, Z., & Forgasz, H. (2017). “Mathematics is like a lion”: Elementary students’ beliefs about mathematics. Educational Studies in Mathematics, 96, 49–64. https://doi.org/10.1007/s10649-017-9759-2
Marsh, D. D., Sharpe, S. T., & Graham, S. E. (2024). The role of mathematics and science expectancy–value attitudes in students’ STEM course-taking and major choices. Journal for STEM Education Research, 7, 362–397. https://doi.org/10.1007/s41979-024-00125-0
Martínez, G., Arellano, Y., Hernández, A., & Nava, C. (2019). Daily emotional experiences of a high school mathematics teacher in the classroom: A qualitative experience-sampling method. International Journal of Science and Mathematics Education, 17, 591–611. https://doi.org/10.1007/s10763-018-9879-x
Obersteiner, A. (2019). Multiple pathways between affect and mathematical competence in young children—Commentary on the studies in the special issue. Educational Studies in Mathematics, 100, 317–323. https://doi.org/10.1007/s10649-018-9853-0
Parra, Y., Firigua, J., & Silva, L. (2022). Geometría en revolución: Mejorando actitudes desde las TIC. En M. L. Barrero (Ed.), Compilación de procesos investigativos en educación matemática (pp. 394–485). Universidad de Cundinamarca. https://doi.org/10.36436/9789585195493
Passolunghi, M. C., Cargnelutti, E., & Pellizzoni, S. (2019). The relation between cognitive and emotional factors and arithmetic problem-solving. Educational Studies in Mathematics, 100, 271–290. https://doi.org/10.1007/s10649-018-9863-y
Pearn, C., Brew, C., Leder, G., & Bishop, A. (1996). Attitudes towards mathematics: What about NESB students? En P. C. Clarkson (Ed.), Technology in mathematics education: Proceedings of the Nineteenth Annual Conference of the Mathematics Education Research Group of Australasia (pp. 445–452). Mathematics Education Research Group of Australasia Inc.
Petronzi, D., Staples, P., Sheffield, D., Hunt, T., & Fitton, S. (2019). Further development of the Children’s Mathematics Anxiety Scale UK (CMAS–UK) for ages 4–7 years. Educational Studies in Mathematics, 100, 231–249. https://doi.org/10.1007/s10649-018-9860-1
Quaye, J., & Pomeroy, D. (2022). Social class inequalities in attitudes towards mathematics and achievement in mathematics across generations: A quantitative Bourdieusian analysis. Educational Studies in Mathematics, 109, 155–175. https://doi.org/10.1007/s10649-021-10078-5
Rahe, M., & Quaiser-Pohl, C. (2021). Can (perceived) mental-rotation performance mediate gender differences in math anxiety in adolescents and young adults? Mathematics Education Research Journal, 35, 255–279. https://doi.org/10.1007/s13394-021-00387-6
Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math anxiety: Past research, promising interventions, and a new interpretation framework. Educational Psychologist, 53(3), 145–164. https://doi.org/10.1080/00461520.2018.1447384
Ren, L., & Smith, W. M. (2018). Teacher characteristics and contextual factors: Links to early primary teachers’ mathematical beliefs and attitudes. Journal of Mathematics Teacher Education, 21, 321–350. https://doi.org/10.1007/s10857-017-9365-3
Roche, A., Gervasoni, A., & Kalogeropoulos, P. (2021). Factors that promote interest and engagement in learning mathematics for low-achieving primary students across three learning settings. Mathematics Education Research Journal, 33(4), 661–683. https://doi.org/10.1007/s13394-021-00402-w
Roth, W. M., & Walshaw, M. (2019). Affect and emotions in mathematics education: Toward a holistic psychology of mathematics education. Educational Studies in Mathematics, 102, 111–125. https://doi.org/10.1007/s10649-019-09899-2
Samuelsson, J. (2023). Developing students’ relationships with mathematics. Educational Action Research, 31(2), 180–194. https://doi.org/10.1080/09650792.2021.1899012
Sarouphim, K. M., & Chartouny, M. (2017). Mathematics education in Lebanon: Gender differences in attitudes and achievement. Educational Studies in Mathematics, 94, 55–68. https://doi.org/10.1007/s10649-016-9712-9
Sellami, A. L., Al-Ali, A., Allouh, A., & Alhazbi, S. (2023). Student attitudes and interests in STEM in Qatar through the lens of the social cognitive theory. Sustainability, 15(9), 7504. https://doi.org/10.3390/su15097504
Soni, A., & Kumari, S. (2017). The role of parental math anxiety and math attitude in their children’s math achievement. International Journal of Science and Mathematics Education, 15, 331–347. https://doi.org/10.1007/s10763-015-9687-5
Stoehr, K. J. (2017). Building the wall brick by brick: One prospective teacher’s experiences with mathematics anxiety. Journal of Mathematics Teacher Education, 20, 119–139. https://doi.org/10.1007/s10857-015-9322-y
Szczygieł, M., & Pieronkiewicz, B. (2021). Exploring the nature of math anxiety in young children: Intensity, prevalence, reasons. Mathematical Thinking and Learning, 24(3), 248–266. https://doi.org/10.1080/10986065.2021.1882363
Takeuchi, M., & Martin, L. (2018). Examining contextual influences on students’ emotional relationships with mathematics in the early years. Research in Mathematics Education, 20(2), 146–165. https://doi.org/10.1080/14794802.2018.1477058
Voica, C., Singer, F. M., & Stan, E. (2020). How are motivation and self-efficacy interacting in problem-solving and problem-posing? Educational Studies in Mathematics, 105, 487–517. https://doi.org/10.1007/s10649-020-10005-0
Wilkie, K. J., & Sullivan, P. (2018). Exploring intrinsic and extrinsic motivational aspects of middle school students’ aspirations for their mathematics learning. Educational Studies in Mathematics, 97, 235–254. https://doi.org/10.1007/s10649-017-9795-y
Wright, P. (2021). Transforming mathematics classroom practice through participatory action research. Journal of Mathematics Teacher Education, 24, 155–177. https://doi.org/10.1007/s10857-019-09452-1
Yang, C.-C., & Tsai, L.-T. (2024). Positive attitudes toward mathematics and big-fish-little-pond effects among eighth grade Taiwanese students. SAGE Open, 14(4), Article 21582440241300187. https://doi.org/10.1177/21582440241300187
Yuan, Z., Tan, J., & Ye, R. (2023). A cross-national study of mathematics anxiety. Asia-Pacific Education Researcher, 32(3), 295–306. https://doi.org/10.1007/s40299-022-00652-7
Zhu, Y., Kaiser, G., & Cai, J. (2018). Gender equity in mathematical achievement: The case of China. Educational Studies in Mathematics, 99, 245–260. https://doi.org/10.1007/s10649-018-9846-z
Publicado
2026-05-11
Cómo citar
Firigua Bejarano, J. D., Porras Lugo, M. Y., Herrera León , D. S., & Firigua Bejarano , M. Y. (2026). Actitud hacia las matemáticas: Una revisión documental. Revista De La Universidad Del Zulia, 17(49), 26-44. https://doi.org/10.5281/zenodo.20126489
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Derechos de autor 2026 Juan David Firigua Bejarano, Mirta Yuley Porras Lugo, David Steven Herrera León , Mónica Yulieth Firigua Bejarano
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