Factores subyacentes en las actitudes de los estudiantes hacia las matemáticas: un análisis factorial y sus implicaciones educativas
Underlying Factors in Students' Attitudes Towards Mathematics: A Factor Analysis and Its Educational Implications
Article Sidebar
PDF (Español (España))
FLIP
La Revista ofrece Acceso Abierto bajo una licencia Creative Commons Attibution License
Esta obra está bajo una Licencia Creative Commons Atribución 4.0 Internacional.
Main Article Content
Attitudes towards mathematics influence student performance and subsequent choices in scientific studies, necessitating their in-depth understanding. These attitudes can be influenced by various factors and are not limited solely to the understanding of mathematical concepts; they are also shaped by internal and external factors. Therefore, this study aims to analyse students' attitudes in relation to mathematics, as well as the existence of possible underlying factors of these attitudes. An exploratory investigation has been conducted using a sample of students from basic and secondary education institutions, which range from the fourth to the eleventh grade, in municipalities of the metropolitan area of Cúcuta, Colombia. An instrument consisting of 14 items was administered in printed format. With the participants' responses, an exploratory and confirmatory factorial analysis was performed with a good fit to a two-factor model. The first factor is linked to elements such as commitment and the perception of the teacher's role in mathematics learning. The second factor is associated with elements such as self-perception and perception of the mathematical context. These results are consistent with previous research, highlighting the multifaceted nature of attitudes towards this discipline. The analysis emphasizes that a positive relationship with the teacher and favourable self-perception are essential elements to promote positive attitudes. These aspects could be considered when designing future pedagogical interventions. The study provides a multidimensional perspective on attitudes towards mathematics, laying the groundwork for future research. It is essential to explore how these identified factors can influence and optimize students' educational experience in mathematics
Downloads
Article Details
Aiken, L. R. (1974). Two scales of attitude toward mathematics. Journal for Research in Mathematics Education, 5(2), 67-71. https://doi.org/10.2307/748616 DOI: https://doi.org/10.5951/jresematheduc.5.2.0067
Aiken, L. R. (1976). Update on attitudes and other affective variables in learning mathematics. Review of Educational Research, 46(2), 293-311. https://doi.org/10.2307/1170042 DOI: https://doi.org/10.3102/00346543046002293
Asli, A., & Zsoldos-Marchis, L. (2022). “Teacher`s attitudes towards teaching mathematics” scale: factor análisis. 16th International Technology, Education and Development Conference, 10190-10197. https://doi.org/10.21125/inted.2022.2680 DOI: https://doi.org/10.21125/inted.2022.2680
Auzmendi, E. (1992). Las actitudes hacia la matemática-estadística en las enseñanzas medias y universitarias. Mensajero.
Avendaño, K.C., & Magaña, D. E. (2017). Elección de carreras universitarias en áreas de ciencia, tecnología, ingeniería y matemáticas (STEM): revisión de la literatura. Revista Interamericana de Educación de Adultos, 40(2), 154-173.
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman and Company.
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child development, 72(1), 187-206. https://doi.org/10.1111/1467-8624.00273 DOI: https://doi.org/10.1111/1467-8624.00273
Brown, G., Micklewright, J., Schnepf, S. V., & Waldmann, R. (2007). International surveys of educational achievement: how robust are the findings? Journal of the Royal Statistical Society: Series A (Statistics in Society), 170(3), 623-646. https://doi.org/10.1111/j.1467-985X.2006.00439.x DOI: https://doi.org/10.1111/j.1467-985X.2006.00439.x
Brown, T. A. (2006). Confirmatory factor analysis for applied research. The Guilford Press.
Byrne, B. M. (2016). Structural equation modeling with AMOS: Basic concepts, applications, and programming (3ª. ed.). Routledge. https://doi.org/10.4324/9781315757421 DOI: https://doi.org/10.4324/9781315757421
Callejo, M. L. (1994). Un club matemático para la Diversidad. Narcea
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4ª. ed.). Sage Publications.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3-4), 325-346. DOI: https://doi.org/10.1080/00461520.1991.9653137
Di Martino, P., & Zan, R. (2011). Attitude towards mathematics: A bridge between beliefs and emotions. ZDM, 43, 471-482. https://doi.org/10.1007/s11858-011-0309-6 DOI: https://doi.org/10.1007/s11858-011-0309-6
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132. https://doi.org/10.1146/annurev.psych.53.100901.135153 DOI: https://doi.org/10.1146/annurev.psych.53.100901.135153
Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-299. https://doi.org/10.1037//1082-989X.4.3.272 DOI: https://doi.org/10.1037//1082-989X.4.3.272
Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman Mathematics Attitudes Scales: 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 DOI: https://doi.org/10.5951/jresematheduc.7.5.0324
Fernández Cézar, R., Solano Pinto, N., Rizzo, K., Gomezescobar Camino, A., Iglesias, L. M., & Espinosa, A. (2016). Las actitudes hacia las matemáticas en estudiantes y maestros de educación infantil y primaria: revisión de la adecuación de una escala para su medida. Revista Iberoamericana de Ciencia, Tecnología y Sociedad - CTS, 11(33), 227-238. http://www.revistacts.net/contenido/numero-33/las-actitudes-hacia-las-matematicas-en-estudiantes-y-maestros-de-educacion-infantil-y-primaria-revision-de-la-adecuacion-de-una-escala-para-su-medida/
Fernández, R., Hernández, C. A., Prada, R., & Ramírez, P. (2018). Dominio afectivo y prácticas pedagógicas de docentes de Matemáticas: Un estudio de revisión. Revista Espacios, 39(23). https://www.revistaespacios.com/a18v39n23/a18v39n23p25.pdf
Fernández-Cézar, R., Garrido, D., & Solano-Pinto, N. (2020). Do Science, Technology, Engineering and Mathematics (STEM) Experimentation Outreach Programs Affect Attitudes towards Mathematics and Science? A Quasi-Experiment in Primary Education. Mathematics, 8(9), 1490. https://doi.org/10.3390/math8091490 DOI: https://doi.org/10.3390/math8091490
Field, A. (2009). Discovering statistics using SPSS (3ª. ed.). Sage publications.
Gamboa, R., & Moreira, T. E. (2017). Actitudes y creencias hacia las matemáticas: un estudio comparativo entre estudiantes y profesores. Actualidades Investigativas en Educación, 17(1), 1-45. DOI: https://doi.org/10.15517/aie.v17i1.27473
George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update (4ª. ed.). Allyn & Bacon.
Gioacchino, O. C., Braakmann, D., & Benetka, G. (2009). Quantitative and Qualitative Research: Beyond the Debate. Integrative Psychological and Behavioral Science, 43, 406-407. https://doi.org/10.1007/s12124-009-9107-x DOI: https://doi.org/10.1007/s12124-009-9107-x
Godino, J. D. (2003). Matemáticas y su didáctica para maestros. Universidad de Granada
Gómez-Chacón, I. M. (2000). Affective influences in the knowledge of mathematics. Educational Studies in Mathematics, 43(2), 149-168. DOI: https://doi.org/10.1023/A:1017518812079
Hafızoglu, A., & Yerdelen, S. (2019). The Role of Students’ Motivation in the Relationship between Perceived Learning Environment and Achievement in Science: A Mediation Analysis. Science Education International, 30(4), 251-260. https://doi.org/10.33828/sei.v30.i4.2 DOI: https://doi.org/10.33828/sei.v30.i4.2
Hannula, M. S. (2002). Attitude towards mathematics: Emotions, expectations and values. Educational Studies in Mathematics, 49, 25-46. https://doi.org/10.1023/A:1016048823497 DOI: https://doi.org/10.1023/A:1016048823497
Hannula, M. S. (2012). Exploring new dimensions of mathematics-related affect: embodied and social theories. Research in Mathematics Education, 14(2), 137-161. https://doi.org/10.1080/14794802.2012.694281 DOI: https://doi.org/10.1080/14794802.2012.694281
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118 DOI: https://doi.org/10.1080/10705519909540118
Hutcheson, G. D., & Sofroniou, N. (1999). The multivariate social scientist: Introductory statistics using generalized linear models. Sage.
Kaiser, H. F. (1970). A second generation little jiffy. Psychometrika, 35, 401-415. https://doi.org/10.1007/BF02291817 DOI: https://doi.org/10.1007/BF02291817
Lane, C., Kaya-Capocci, S., Kelly, E., O´Çonnell, T., & Goos, M. (2022). Fascinating or dull? Female students’ attitudes towards STEM subjects and careers. Front. Psychol, 13, https://doi.org/10.3389/fpsyg.2022.959972 DOI: https://doi.org/10.3389/fpsyg.2022.959972
Leder, G. C., & Forgasz, H. J. (2002). Measuring mathematical beliefs and their impact on the learning of mathematics: A new approach. In G. C. Leder, E. Pehkonene, & G. Torner, Beliefs: A Hidden Variable in Mathematics Education? (pp. 95-114). Springer, Dordrecht. DOI: https://doi.org/10.1007/0-306-47958-3_6
León-Mantero, C., Casas-Rosal, J. C., Pedrosa-Jesús,C., & Maz-Machado, A. (2020). Measuring attitude towards mathematics using Likert scale surveys: The weighted average. PLoS One, 15(10), e0239626. https://doi.org/10.1371/journal.pone.0239626 DOI: https://doi.org/10.1371/journal.pone.0239626
Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 22 (140), 5-55.
Lim, S. Y., & Chapman, E. (2013). Development of a short form of the Attitudes Toward Mathematics Inventory. Educational Studies in Mathematics, 82, 145-164. https://doi.org/10.1007/s10649-012-9414-x DOI: https://doi.org/10.1007/s10649-012-9414-x
López, A. M., Alsina, Á., & Segure, C. C. (2018). Los procesos matemáticos en la práctica docente: análisis de la fiabilidad de un cuestionario de evaluación. Educatio Siglo XXI, 36(3 Nov-Feb1), 333-352. https://doi.org/10.6018/j/350031 DOI: https://doi.org/10.6018/j/350031
Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for Research in Mathematics Education, 28(1), 26-47. https://doi.org/10.2307/749662 DOI: https://doi.org/10.2307/749662
Marsh, D., & Sharpe, S. (2020). Attitudes Toward Mathematics and STEM Major Choice: The Roles of Self-Efficacy, Identity, Interest, and Utility. AERA 2020 Annual Meeting. https://doi.org/10.3102/1573909 DOI: https://doi.org/10.3102/1573909
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 (pp. 575-598). Macmillan.
McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 575–596). Macmillan Publishing Co, Inc.
Menekşe, E., Gökhan, I., & Osman, A. (2017). Development of Mathematics Course Attitude Scale: A Preliminary Study of Validity & Reliability. Universal Journal of Educational Research, 5(12A), 63-70. DOI: https://doi.org/10.13189/ujer.2017.051310
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 International Results in Mathematics and Science. TIMSS & PIRLS International Study Center. https://timssandpirls.bc.edu/timss2019/international-results/
Oneil, S. (2027). The Influence of Language on the Teaching and Learning of Mathematics (Dissertations doctoral, Walden University). https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=5962&context=dissertations
Organisation for Economic Co-operation and Development. (2016). PISA 2015 Results (Volume I): Excellence and Equity in Education. OECD Publishing. https://www.oecd.org/education/pisa-2015-results-volume-i-9789264266490-en.htm
Prada, R., Fernández, R., & Hernández, C. A. (2020). A model of structural equations of possible factors that cause por academic performance in mathematic. Revista Espacios, 41(Issue 11). https://www.revistaespacios.com/a20v41n11/20411119.html
Prada, R., Hernández, C. A., & Fernández-Cézar, R. (2021). Determinantes afectivos, procedimentales y pedagógicos del rendimiento académico en matemáticas. Aproximación a una escala de valoración. Revista Boletín Redipe, 10(3), 202–224. https://doi.org/10.36260/rbr.v10i3.1229 DOI: https://doi.org/10.36260/rbr.v10i3.1229
Prada, R., Hernández, C. A., Solano-Pinto, N., & Fernández-Cézar, R. (2023). Predictor Variables Of Academic Success In Mathematics Under A Binary Logistic Regression Model. Journal of Positive Psychology & Wellbeing, 7(1), 551-575.
Prada, R., Mariño, L. F., & Hernández, C. A. (2021). Transición de la educación primaria a la secundaria. Una mirada desde el dominio afectivo hacia las matemáticas. Boletín Redipe, 10(12), 385-403. DOI: https://doi.org/10.36260/rbr.v10i12.1597
Rincón-Álvarez, G. A., Hernández-Suárez, C. A., Prada-Núñez, R., Solano-Pinto, N., & Fernández-Cézar, R. (2022). Cuestionario de creencias sobre las matemáticas: propiedades psicométricas. Educación y Ciudad, (43), 215-236. https://doi.org/10.36737/01230425.n43.2022.2687 DOI: https://doi.org/10.36737/01230425.n43.2022.2687
Romero–Bojórquez, L., Utrilla–Quiroz, A., & Utrilla–Quiroz, V. M. (2014). Las actitudes positivas y negativas de los estudiantes en el aprendizaje de las matemáticas, su impacto en la reprobación y la eficiencia terminal. Ra Ximhai, 10(5), 291-319. DOI: https://doi.org/10.35197/rx.10.03.e1.2014.20.lr
Sanchal, A., & Sharma, S. (2017). Student´s attitudes towards learning mathematics: Impact of teaching in a sporting context. Teachers and Curriculum, 17(Issue 1), 89-99. DOI: https://doi.org/10.15663/tandc.v17i1.151
Schafer, J. L., & Graham, J. W. (2002). Missing data: our view of the state of the art. Psychological methods, 7(2), 147–177. DOI: https://doi.org/10.1037//1082-989X.7.2.147
Schuessler, K. F. (1993). Scaling social life feelings: Persistent issues. En D. Krebs y P. Schmidt (Eds.), New directions in attitude measurement (pp. 21-40). Berlin, Alemania: Walter de Gruyter.
Tapia, M., & Marsh, G. E. (2004). An instrument to measure mathematics attitudes. Academic Exchange Quarterly, 8(2), 16-21.
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach's alpha. International Journal of Medical Education, 2, 53-55. https://doi.org/10.5116/ijme.4dfb.8dfd DOI: https://doi.org/10.5116/ijme.4dfb.8dfd
United Nations Educational, Scientific and Cultural Organization. (2012). Challenges in basic mathematics education. UNESCO.
Villamizar, G., Araujo, T.Y., & Trujillo, W. J. (2020). Relación entre ansiedad matemática y rendimiento académico en matemáticas en estudiantes de secundaria. Ciencias Psicológicas,14(1), e2174. https://doi.org/10.22235/cp.v14i1.2174 DOI: https://doi.org/10.22235/cp.v14i1.2174
Weiner, B. (1986). An attributional theory of motivation and emotion. Springer-Verlag. DOI: https://doi.org/10.1007/978-1-4612-4948-1
Wigfield, A., & Meece, J. L. (1988). Math anxiety in elementary and secondary school students. Journal of Educational Psychology, 80(2), 210–216. https://doi.org/10.1037/0022-0663.80.2.210 DOI: https://doi.org/10.1037//0022-0663.80.2.210
Zakariya, Y. F. (2018). Development of mathematics anxiety scale: Factor analysis as a determinant of subcategories. Journal of Pedagogical Research, 2(2), 135-144. https://www.ijopr.com/article/development-of-mathematics-anxiety-scale-factor-analysis-as-a-determinant-of-subcategories-6385
