Efecto de una herramienta hipermedia sobre las variables afectivo-emocionales relacionadas con las matemáticas

  1. Marisol Cueli 1
  2. Paloma González Castro 1
  3. Celestino Rodríguez 1
  4. José Carlos Núñez 1
  5. Julio Antonio González Pienda 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Journal:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Year of publication: 2018

Volume: 21

Issue: 1

Pages: 375-394

Type: Article

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More publications in: Educación XX1: Revista de la Facultad de Educación

Abstract

One of the limitations in the learning of mathematics is the affective-motivational variables of students towards this subject. Thus, variables such as perceived usefulness, perceived competence, intrinsic motivation and anxiety towards mathematics play a key role in the learning of this subject. Given the new methodologies in the teaching of mathematics such as digital whiteboards and hypermedia applications, what we pretend with this study is to analyze the benefits of those new technologies in the affective-motivational variables mentioned and if such benefits are related to the previous affective-motivational levels in these same variables. To achieve this goal we worked with 425 fifth and sixth grade students who received an intervention with a hypermedia tool. The affective-motivational levels of all students were collected before and after treatment using the Inventory of Attitudes towards Mathematics. The results of the t Student Test for related samples showed statistically significant differences in the post-test compared to pretest variables in perceived competence and math anxiety. In addition, the students with low prior affective- motivational levels showed greater benefit from the intervention. These results are discussed based on the conclusions of past research but future research lines are suggested.

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Funding information

Este trabajo ha sido realizado gracias a la financiación del proyecto I+D+i (EDU2010-19798), y a una beca de Ministerio de Ciencia e Innovación (BES-2011-045582).

Funders

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