Reducción de la ansiedad matemática en profesorado en formación inicial: un metaanálisis

Iván Martín Colomo; José María Marbán Prieto

doi:10.5565/rev/ensciencias.6415

Reducción de la ansiedad matemática en profesorado en formación inicial: un metaanálisis

Autores/as

Iván Martín Colomo Universidad de Valladolid https://orcid.org/0009-0007-3806-8325
José María Marbán Prieto Universidad de Valladolid https://orcid.org/0000-0002-6561-6784

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Resumen

La ansiedad matemática impacta negativamente en el profesorado, afectando a su práctica de aula y transmitiéndose a su propio alumnado. Esta problemática debe abordarse desde las primeras etapas del desarrollo profesional docente, siendo así especialmente relevantes las intervenciones orientadas a reducir esta ansiedad desde la formación inicial. Este estudio lleva a cabo un metaanálisis de tales intervenciones para identificar sus características más eficientes, atendiendo a los tamaños de su efecto. Los resultados muestran cómo estos tamaños son, en general, moderados en cuanto a la reducción de ansiedad matemática y, a su vez, sugieren un aumento de la eficacia con la duración, siendo las más efectivas aquellas que focalizan su atención en la resolución de problemas, así como las basadas en la generación de entornos de trabajo acogedores y no limitantes.

Palabras clave

Ansiedad matemática, Formación inicial, Intervención educativa, Metaanálisis, Profesorado

Citas

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Reducción de la ansiedad matemática en profesorado en formación inicial: un metaanálisis

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