Mentalidades matemáticas: un estudio de validación sobre el impacto del curso de verano en el aprendizaje de estudiantes brasileños
DOI:
https://doi.org/10.23925/1983-3156.2026.v28.e73884Palabras clave:
Matemáticas, Equidad, Prácticas de enseñanza, CurrículoResumen
Este artículo investiga los efectos en el aprendizaje matemático de 68 estudiantes de dos escuelas municipales de Cotia – SP que participaron en el curso de verano Mentalidades Matemáticas (Curso de Verano Mentalidades Matemáticas – CFMM). El estudio fue guiado por las siguientes preguntas: ¿Los estudiantes mejoraron sus habilidades matemáticas? ¿Los estudiantes mejoraron sus actitudes y creencias sobre sus propias habilidades matemáticas? Los resultados se refieren al análisis de los datos de la evaluación MARS y de la encuesta de actitud, aplicadas a los estudiantes antes y después de la implementación del curso. Después de 10 días de clases y actividades con instructores formados en el enfoque MM, el tamaño del efecto fue de 0,35. No se encontraron diferencias significativas de desempeño en relación con los ingresos, la edad o el nivel educativo de las familias. Otro efecto observado fue el cambio de actitud de los estudiantes hacia el proceso de aprendizaje matemático: mayor disposición para lidiar con errores, mejor dominio de habilidades argumentativas y una comprensión de la matemática como una disciplina más abierta, visual y creativa.
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