Hacia una comprensión de los imaginarios matemáticos en educación media contemporánea
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Fecha
2026
Autores
PARADA CARREÑO, MARIA JOSE
Bravo Valero, Antonio José
Hernandez-Albarracín, Juan-Diego
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Universidad Politécnica Salesiana del Ecuador
Resumen
La investigación explora los imaginarios matemáticos en estudiantes de educación media y
su influencia en el aprendizaje y en la actitud hacia las matemáticas. Se establece un marco teórico
para explorar cómo las creencias y las prácticas sociales moldean las construcciones matemáticas
de los estudiantes, permitiendo identificar las significaciones y creaciones de la realidad
configuradas en torno a esta disciplina y su impacto en los procesos de enseñanza-aprendizaje.
La metodología cualitativa, con enfoque inductivo, utilizó entrevistas semiestructuradas a 20
estudiantes seleccionados por conveniencia, considerando variables como género, procedencia
y desempeño académico, para asegurar diversidad. Los datos fueron analizados utilizando la
teoría fundamentada y codificación sistemática, permitiendo identificar categorías emergentes
que enriquecieron el análisis. Los resultados revelan percepciones positivas, como la utilidad
práctica de las matemáticas en la vida diaria y el desarrollo del pensamiento crítico, las cuales
fomentan una actitud proactiva hacia el aprendizaje, mientras que percepciones negativas, como la
ansiedad, generan barreras significativas. Las creaciones reflejan cómo los estudiantes integran las
matemáticas en su vida diaria y profesional, destacando tanto los beneficios como los desafíos. En
conclusión, el enfoque inductivo reveló un boceto dual de los imaginarios matemáticos: presión y
ansiedad frente a habilidades críticas y empoderamiento, influenciados por metodologías rígidas
y estereotipos de género, en contraste con la flexibilidad cognitiva y la preparación para el futuro
The research explores the mathematical imaginaries in middle school students and their influence on learning and attitude towards mathematics. A theoretical framework is established to explore how beliefs and social practices shape the mathematical constructions of students, allowing the identification of the meanings and creations of reality configured around this discipline and its impact on the teaching and learning processes. The qualitative methodology, with an inductive approach, used semi-structured interviews with 20 students selected by convenience, considering variables such as gender, origin and academic performance to ensure diversity. The data were analyzed using grounded theory and systematic coding, allowing emerging categories to be identified that enriched the analysis. The results reveal positive perceptions, such as the practical usefulness of mathematics in daily life and the development of critical thinking, which foster a proactive attitude towards learning, while negative perceptions, such as anxiety, generate significant barriers. The creations reflect how students integrate mathematics into their daily and professional lives, highlighting both benefits and challenges. In conclusion, the inductive approach revealed a dual sketch of mathematical imaginaries: pressure and anxiety in the face of critical skills and empowerment, influenced by rigid methodologies and gender stereotypes, in contrast to cognitive flexibility and preparation for the future.
The research explores the mathematical imaginaries in middle school students and their influence on learning and attitude towards mathematics. A theoretical framework is established to explore how beliefs and social practices shape the mathematical constructions of students, allowing the identification of the meanings and creations of reality configured around this discipline and its impact on the teaching and learning processes. The qualitative methodology, with an inductive approach, used semi-structured interviews with 20 students selected by convenience, considering variables such as gender, origin and academic performance to ensure diversity. The data were analyzed using grounded theory and systematic coding, allowing emerging categories to be identified that enriched the analysis. The results reveal positive perceptions, such as the practical usefulness of mathematics in daily life and the development of critical thinking, which foster a proactive attitude towards learning, while negative perceptions, such as anxiety, generate significant barriers. The creations reflect how students integrate mathematics into their daily and professional lives, highlighting both benefits and challenges. In conclusion, the inductive approach revealed a dual sketch of mathematical imaginaries: pressure and anxiety in the face of critical skills and empowerment, influenced by rigid methodologies and gender stereotypes, in contrast to cognitive flexibility and preparation for the future.
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Educación, Aprendizaje, Enseñanza secundaria, Matemática, Imaginarios, Inducción
