Estudio exploratorio de las emociones en la cotidianidad de las clases de matemáticas
DOI:
https://doi.org/10.24320/redie.2018.20.4.1748Palabras clave:
Emociones, afectividad, matemáticas, educación básica, género.Agencias de apoyo:
Proyectos CONICYT/FONDECYT/POSTDOCTORADO Nº3140597, CMM Basal, CIAE FB 0003 de CONICYT, EDU2015-65270-RResumen
Se presenta un estudio exploratorio cuyo objetivo es analizar el mapa emocional de un grupo de estudiantes chilenos de 4o. de Primaria durante la realización de actividades de la unidad “Medición: unidades de longitud, perímetro y área”, estudiar diferencias de género e indagar la existencia de patrones emocionales. Se utiliza una perspectiva situada, que considera las emociones como parte de los afectos locales, de corta duración y ligadas a condiciones específicas. Los métodos empleados fueron el análisis de frecuencias, el test 2 y el test no paramétrico de Kruskal-Wallis, y un análisis de clústeres. El mapa global muestra un 45% de emociones positivas, frente a un 18.3% de emociones negativas. Los hombres presentan mayor promedio de respuestas en blanco que las mujeres y se muestran menos preocupados. Por último, la clusterización permitió definir 5 patrones emocionales.Descargas
Los datos de descargas todavía no están disponibles.
Referencias
Atlas, R., y Overall, J. (1994). Comparative evaluation of two superior stopping rules for hierarchical cluster analysis. Psychometrika, 59(4), 581-591.
Buehl, M. M. y Alexander, P. A. (2005). Motivation and performance differences in students’ domain-specific epistemological belief profiles. American Educational Research Journal, 42(4), 697-726.
DeBellis, V. A. y Goldin, G. A. (2006). Affect and meta-affect in mathematical problem solving: a representational perspective. Educational Studies in Mathematics, 63, 131-147.
Frenzel, A. C., Pekrun, R. y Goetz, T. (2007a). Girls and mathematics – A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, XXII(4), 497-514.
Frenzel, A. C., Pekrun, R. y Goetz, T. (2007b). Perceived learning environment and students’ emotional experiences: A multilevel analysis of mathematics classrooms. Learning and Instruction, 17, 478-493.
Goetz, T., Frenzel, A. C., Hall, N. C. y Pekrun, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 9-33.
Goldin, G. A. (2000). Affective pathways and representation in mathematical problem solving. Mathematical Thinking and Learning, 2(3), 209-219.
Hamming, R. (1950). Error detecting and error correcting codes. Bell System Technical Journal, 29(2), 147-160.
Hannula, M. (2012). Exploring new dimensions of mathematics-related affect: embodied and social theories. Research in Mathematics Education, 14(2), 137-161.
Hannula, M. S., Pantziara, M., Waege, K. y Scholöglmann, W. (2010). Introduction multimethod approaches to the multidimensional affect in mathematics education. En V. Durand-Guerrier, S. Soury-Lavergne, y F. Arzarello (Eds.), Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education, 28-33. Lyon: Service des publications.
Holm, M. E., Hannula, M. S. y Björn, P. M. (2016). Mathematics-related emotions among Finish adolescents across different performance levels. Educational Psychology, 37, (2). doi:10.1080/01443410.2016.1152354
Ibáñez, N. (2002). Las emociones en el aula. Estudios Pedagógicos, 28, 31-45.
McLeod, D. B. (1992). Research on affect in mathematics education: a reconceptualization. En D. A. Grouws (Ed.). Handbook of research on mathematics teaching and learning. A project of the national council of teachers of mathematics, 23, 575-596. Nueva York: MacMillan.
Mandler, G. (1989). Affect and learning: Causes and Consequences of Emotional Interactions. En D. B. McLeod y V. M. Adams (Eds.), Affect and mathematical problem solving: a new perspective (3-19). Nueva York: Springer-Verlag.
Martínez-Sierra, G. y García, M. S. (2014). High school students’ emotional experiences in mathematics classes. Research in Mathematics Education, 16(3), 234-250. doi:10.1080/14794802.2014.895676
Op’t Eynde, P., De Corte, E. y Verschaffel, L. (2006). Accepting emotional complexity: A socio-constructivist perspective on the role of emotions in the mathematics classroom. Educational Studies in Mathematics, 63, 193-207.
Pekrun, R. (2005). Progress and open problems in educational emotion research. Learning and Instruction, 15, 497-506.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P. y Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36-48.
Pekrun, R., Goetz, T., Titz, W. y Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 91-106.
Schoenfeld, A. (1998). Toward a theory of teaching-in-context. Issues in Education, 4(1), 1-94.
Volet, S. y Järvelä, S. (Eds.). (2001). Motivation in learning contexts: Theoretical advances and methodological implications. Reino Unido: Elsevier.
Buehl, M. M. y Alexander, P. A. (2005). Motivation and performance differences in students’ domain-specific epistemological belief profiles. American Educational Research Journal, 42(4), 697-726.
DeBellis, V. A. y Goldin, G. A. (2006). Affect and meta-affect in mathematical problem solving: a representational perspective. Educational Studies in Mathematics, 63, 131-147.
Frenzel, A. C., Pekrun, R. y Goetz, T. (2007a). Girls and mathematics – A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, XXII(4), 497-514.
Frenzel, A. C., Pekrun, R. y Goetz, T. (2007b). Perceived learning environment and students’ emotional experiences: A multilevel analysis of mathematics classrooms. Learning and Instruction, 17, 478-493.
Goetz, T., Frenzel, A. C., Hall, N. C. y Pekrun, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 9-33.
Goldin, G. A. (2000). Affective pathways and representation in mathematical problem solving. Mathematical Thinking and Learning, 2(3), 209-219.
Hamming, R. (1950). Error detecting and error correcting codes. Bell System Technical Journal, 29(2), 147-160.
Hannula, M. (2012). Exploring new dimensions of mathematics-related affect: embodied and social theories. Research in Mathematics Education, 14(2), 137-161.
Hannula, M. S., Pantziara, M., Waege, K. y Scholöglmann, W. (2010). Introduction multimethod approaches to the multidimensional affect in mathematics education. En V. Durand-Guerrier, S. Soury-Lavergne, y F. Arzarello (Eds.), Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education, 28-33. Lyon: Service des publications.
Holm, M. E., Hannula, M. S. y Björn, P. M. (2016). Mathematics-related emotions among Finish adolescents across different performance levels. Educational Psychology, 37, (2). doi:10.1080/01443410.2016.1152354
Ibáñez, N. (2002). Las emociones en el aula. Estudios Pedagógicos, 28, 31-45.
McLeod, D. B. (1992). Research on affect in mathematics education: a reconceptualization. En D. A. Grouws (Ed.). Handbook of research on mathematics teaching and learning. A project of the national council of teachers of mathematics, 23, 575-596. Nueva York: MacMillan.
Mandler, G. (1989). Affect and learning: Causes and Consequences of Emotional Interactions. En D. B. McLeod y V. M. Adams (Eds.), Affect and mathematical problem solving: a new perspective (3-19). Nueva York: Springer-Verlag.
Martínez-Sierra, G. y García, M. S. (2014). High school students’ emotional experiences in mathematics classes. Research in Mathematics Education, 16(3), 234-250. doi:10.1080/14794802.2014.895676
Op’t Eynde, P., De Corte, E. y Verschaffel, L. (2006). Accepting emotional complexity: A socio-constructivist perspective on the role of emotions in the mathematics classroom. Educational Studies in Mathematics, 63, 193-207.
Pekrun, R. (2005). Progress and open problems in educational emotion research. Learning and Instruction, 15, 497-506.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P. y Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36-48.
Pekrun, R., Goetz, T., Titz, W. y Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 91-106.
Schoenfeld, A. (1998). Toward a theory of teaching-in-context. Issues in Education, 4(1), 1-94.
Volet, S. y Järvelä, S. (Eds.). (2001). Motivation in learning contexts: Theoretical advances and methodological implications. Reino Unido: Elsevier.
Descargas
-
HTML
-
PDF
-
XMLESPAÑOL 64
Visitas a la página del resumen del artículo: 1733
Publicado
2018-12-12
