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Las percepciones de los estudiantes sobre las estrategias efectivas de aprendizaje de matemáticas
Marissa K Hartwig1, Doug Rohrer2
1Department of Psychology, University of Maryland, College Park, MD 20742, USA.
Behavioral sciences (Basel, Switzerland)
|August 28, 2025
Resumen
Los estudiantes a menudo subestiman la efectividad de la práctica espaciada y la práctica entrecortada en matemáticas. Las percepciones negativas de estas estrategias de aprendizaje pueden obstaculizar su adopción, a pesar de los beneficios probados.
Área de la Ciencia:
- Psicología cognitiva
- Psicología educativa
- Educación matemática
Sus antecedentes:
- La práctica espaciada y la práctica entrecortada son estrategias de aprendizaje de matemáticas probadas.
- Los estudiantes pueden evitar estas estrategias debido a la ineficacia o dificultad percibidas.
Objetivo del estudio:
- Investigar las percepciones de los estudiantes de séptimo grado de la práctica espaciada e interconectada.
- Identificar las creencias específicas de los estudiantes que pueden desalentar el uso de estrategias de aprendizaje efectivas.
Principales métodos:
- Estudio 1: encuestó a 174 estudiantes de séptimo grado sobre la eficacia y simpatía de la práctica espaciada e intercalada.
- Estudio 2: Se encuestó a 233 estudiantes de séptimo grado para explorar aún más las percepciones de la práctica intercalada.
Principales resultados:
- Los estudiantes percibieron la práctica espaciada como agradable, pero a menudo no reconocieron su eficacia.
- La mayoría de los estudiantes juzgaban que la práctica entrecortada era desagradable e ineficaz.
- La práctica intercalada fue percibida como menos efectiva, menos preferible, más lenta y más difícil que la práctica bloqueada.
Conclusiones:
- Las percepciones de los estudiantes pueden actuar como una barrera para adoptar estrategias de aprendizaje efectivas como la práctica espaciada e interconectada.
- Abordar las percepciones negativas de los estudiantes es crucial para promover el uso de técnicas de aprendizaje basadas en la evidencia en matemáticas.
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