Predisposición desfavorable hacia el aprendizaje de las Matemáticas: una propuesta para su medición

Cerda, Gamal; Ruíz, Rosario Ortega; Casas, José A.; Rey, Rosario Del; Pérez, Carlos

doi:10.4067/s0718-07052016000100004

Cited by 19 publications

(13 citation statements)

References 27 publications

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“…Research has shown that students who tend to be more anxious about maths, develop less confidence, have poor belief in their ability to cope with the task, and feel poorly skilled (Calvo, Cascante, Valdés-Ayala, & Quesada, 2017)-In the field of mathematics education, mathematical anxiety has become important as there are several research papers that indicate that mathematical anxiety may be the cause of learning difficulties regardless of the level of education. Cerda, Ruiz, Casas, Rey, and Pérez (2016) state that some emotions are activated at the moment of learning and that they play a very important role in the development of the required cognitive tasks. Thus, positive emotions such as interest, curiosity and joy lead success while emotions like anxiety, hopelessness or fear can cause the blockage of these processes and lead to failure or mismatch in the academic processes, as they do not allow a smooth processing of information.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Does Mathematical Anxiety Differ Cross-Culturally?

Brown

Ortiz-Padilla

Soto-Varela

2020

J. New Approaches Educ. Res.

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Mathematics constitutes a foundation in the training of engineering students because their competence in this reasoning will be utilised as a tool for the resolution of real problems when inserted in the productive sector and throughout their professional life. The purpose of this causal comparative research study was to determine the difference in learning math anxiety and math evaluation anxiety for engineering students at two universities with different cultural backgrounds. The sample included 20 engineering students from the south-eastern United States and 88 engineering students from Colombia. The English and Spanish version of the AMAS, which contained nine items was divided into two subscales, used to collect data. A series of two-way factorial ANOVAs were conducted to answer the research questions that are related to cultural background, gender and the interaction effect between cultural group and gender. The results indicated there was a statistically significant difference in learning maths anxiety when comparing the two cultures.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Does Mathematical Anxiety Differ Cross-Culturally?

Brown

Ortiz-Padilla

Soto-Varela

2020

J. New Approaches Educ. Res.

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“…School failure in the secondary education stage is mainly due to the low motivation of students due to the lack of response of the educational establishment to the interests of the students (Cerda et al, 2016;Sánchez, 2016). In this sense, 22.2% of students who study mathematics during the secondary stage would not reach level 2, in the use of algorithms, formulas, procedures, or basic conventions (Goikoetxea and Jáuregui, 2008).…”

Section: Introductionmentioning

confidence: 99%

The Role of Perception of Support in the Classroom on the Students’ Motivation and Emotions: The Impact on Metacognition Strategies and Academic Performance in Math and English Classes

et al. 2020

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According to various studies and the Cambridge University Student Barometer, Spanish students have the worst academic results in mathematics and English among the European Union countries. The objective of this study has been to analyze the influence of the teacher on motivation, positive emotions, metacognition strategies, and the academic performance of the students in those classes. We analyzed responses from 604 students of English and 547 students of mathematics, aged between 13 and 19 years. The teacher plays a relevant role in the motivation and emotions generated in the students, issues that determine decision making in the students' learning and academic performance.

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“…El proceso de validación en Chile (n=1526, edades entre 9 y 18 años, 48.9 % chicos) mediante un primer Análisis Factorial Exploratorio (AFE) con el método de máxima verosimilitud robusta con el ajuste de SatorraBentler no arrojó evidencia suficiente para confirmar la existencia de las tres dimensiones (ver Tabla1) originalmente propuestas por las autoras españolas del test (Cerda, Ortega-Ruiz, Casas, Del Rey, y Pérez, 2016). Para el caso de dos factores, la solución se ajustaba medianamente (χ 2 (53) = 148.77, CFI = 0.95, TLI = 0.93, RMSEA = 0.06 y SRMR = 0.04).…”

Section: Resultados Validez De La Escala De Predisposición Hacia Las unclassified

Influencia De Variables Cognitivas Y Motivacionales en El Rendimiento Académico en Matemáticas en Estudiantes Chilenos

Cerda

Pérez

Romera³

et al. 2017

Educación XX1

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RESUMENAdemás de los procesos cognitivos y niveles de abstracción propios de su naturaleza disciplinar, la motivación o predisposición hacia las matemáticas interactúa de forma relevante con el rendimiento académico en ella. Este estudio busca cuantificar el efecto que puede tener la incorporación de la variable predisposición hacia las matemáticas dentro de un modelo complejo que, además, considera las habilidades cognitivas como el razonamiento lógico formal y de los niveles de inteligencia lógica de tipo inductivo que posea el estudiante sobre el rendimiento académico en matemáticas, y evaluar hasta qué punto el éxito en dicha asignatura retroalimenta e influye en el logro académico general. Para esto, se utilizaron diferentes instrumentos para medir la predisposición, como el Test of Logical Thinking (TOLT), el Test de Inteligencia Lógica Superior 16 INFLUENCIA DE VARIABLES COGNITIVAS Y MOTIVACIONALES EN EL RENDIMIENTO ACADÉMICO EN MATEMÁTICAS EN ESTUDIANTES CHILENOS

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Predisposición desfavorable hacia el aprendizaje de las Matemáticas: una propuesta para su medición

Cited by 19 publications

References 27 publications

Does Mathematical Anxiety Differ Cross-Culturally?

Does Mathematical Anxiety Differ Cross-Culturally?

The Role of Perception of Support in the Classroom on the Students’ Motivation and Emotions: The Impact on Metacognition Strategies and Academic Performance in Math and English Classes

Influencia De Variables Cognitivas Y Motivacionales en El Rendimiento Académico en Matemáticas en Estudiantes Chilenos

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