Un estudio en la relación entre estudiantes, estilo cognitivo y vocabulario matemático además el procedimiento en la resolución de problemas mientras ejecuta un control al coeficiente de inteligencia de estudiantes y ansiedad a las matemáticas

  • Safoura Azari School of Mathematical Sciences-Ferdowsi University of Mashhad
  • Farzad Radmehr School of Mathematical Sciences-Ferdowsi University of Mashhad
  • Masoome Mohajer School of Mathematical Sciences-Ferdowsi University of Mashhad
  • Hassan Alamolhodaei School of Mathematical Sciences-Ferdowsi University of Mashhad

Resumen

El principal objetivo de este estudio es investigar si la dependencia en el área puede predecir la forma en que los estudiantes resuelven los problemas matemáticos en escritos o procedimientos matemáticos y explorar si esta asociación se mantiene cuando la ansiedad matemática o coeficiente intelectual (IQ) es controlado. Por consiguiente, se usó una muestra de 100 niñas de escuela y análisis estadístico inferencial (ANOVA y ANCOVA) para investigar la hipótesis del estudio. Los resultados obtenidos indicaron que hubo sustanciales diferencias en los estudiantes y el desempeño matemático obtenido en palabras y procedimiento en la ejecución de los problemas por los grupos o área de dependencia. Sin embargo, esta diferencia es aún más significativa cuando el coeficiente intelectual (IQ) y la ansiedad matemática como covariable y variables fueron considerados. Sin embargo la cantidad de Omega Cuadrada para el análisis ANCOVA decreció cuando las covariables fueron insertadas en el modelo. Los hallazgos de este estudio son adecuados para los investigadores en el campo de la psicología del aprendizaje de las matemáticas y, en particular, cómo el estilo cognitivo afecta al desempeño de los estudiantes en Matemáticas.

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Cómo citar
AZARI, Safoura et al. Un estudio en la relación entre estudiantes, estilo cognitivo y vocabulario matemático además el procedimiento en la resolución de problemas mientras ejecuta un control al coeficiente de inteligencia de estudiantes y ansiedad a las matemáticas. European Journal of Child Development, Education and Psychopathology, [S.l.], v. 1, n. 2, p. 59-73, jul. 2013. ISSN 2340-924X. Disponible en: <https://formacionasunivep.com/ejpad/index.php/journal/article/view/5>. Fecha de acceso: 26 mayo 2020 doi: https://doi.org/10.30552/ejpad.v1i2.5.
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Palabras clave

Estilo cognitivo; resolución de problemas matemáticos; ansiedad matemática; coeficiente intelectual