Formulación de problemas y uso de IA: Creencias motivacionales en futuros docentes de primaria
-
1871319520974611_2025_n28_07_Formulacion_de_problemas_y_uso_de_IA_Creencias_motivacionales_en_futuros_docentes_de_primariaDescargar
Tipo de documento
Autores
Lista de autores
Embid, Sara, Perdomo-Díaz, Josefa y Giaconi, Valentina
Resumen
La formulación de problemas es una actividad fundamental para la educación matemática que, al igual que otras prácticas, es desafiada por las creencias motivacionales de los docentes y el uso de inteligencia artificial (IA). En este estudio, aplicamos un instrumento propio, el cuestionario ForPro-IA, para evaluar las percepciones como formuladores de problemas y usuarios de IA de 175 futuros maestros de primaria. Como resultado, encontramos que los participantes consideran la formulación de problemas más útil y con menores costes asociados en comparación con el uso de IA. El diseño, validación y aplicación del instrumento se presentan asimismo como un aporte original al campo.
Fecha
2025
Tipo de fecha
Estado publicación
Términos clave
Cuantitativa | Cuestionarios | Descriptivo | Exploratorio | Formación | Formulación | Instrumentos | Motivación | Otro (tipos estudio) | Planteamiento de problemas
Enfoque
Nivel educativo
Educación superior, formación de pregrado, formación de grado | Formación en posgrado
Idioma
Revisado por pares
Formato del archivo
Número
28
Rango páginas (artículo)
143-163
ISSN
2254-4313
Referencias
Ball, D., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554 Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Baumanns, L., & Rott, B. (2022). The process of problem posing: Development of a descriptive phase model of problem posing. Educational Studies in Mathematics, 110(2), 251–269. https://doi.org/10.1007/s10649-021-10136-y Berryhill, A., Chandler, L., Bondurant, L., & Sapkota, B. (2024). Using ChatGPT as a thought partner in writing relevant proportional reasoning word problems. Connections, 4(33). Blömeke, S., Gustafsson, J.-E., & Shavelson, R. J. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift für Psychologie, 223(1), 3–13. https://doi.org/10.1027/2151-2604/a000194 Burgos, M., Tizón-Escamilla, N., & Chaverri, J. (2024). A model for problem creation: Implications for teacher training. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-023-00482-w Cai, J., & Hwang, S. (2020). Learning to teach through mathematical problem posing: Theoretical considerations, methodology, and directions for future research. International Journal of Educational Research, 102, 101391. https://doi.org/10.1016/j.ijer.2019.01.001 Cai, J., Koichu, B., Rott, B., & Jiang, C. (2024). Advances in research on mathematical problem posing: Focus on task variables. The Journal of Mathematical Behavior, 76, 101186. https://doi.org/10.1016/j.jmathb.2024.101186 Cai, J., & Rott, B. (2024). On understanding mathematical problem-posing processes. ZDM – Mathematics Education, 56(1), 61–71. https://doi.org/10.1007/s11858-023-01536-w Cankoy, O., & Özder, H. (2017). Generalizability theory research on developing a scoring rubric to assess primary school students’ problem posing skills. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2423–2439. https://doi.org/10.12973/eurasia.2017.01233a Carrillo-Yañez, J., Climent, N., Montes, M., Contreras, L. C., Flores-Medrano, E., Escudero-Ávila, D., Vasco, D., Rojas, N., Flores, P., Aguilar-González, Á., Ribeiro, M., & Muñoz-Catalán, M. C. (2018). The mathematics teacher’s specialised knowledge (MTSK) model. Research in Mathematics Education, 20(3), 236–253. https://doi.org/10.1080/14794802.2018.1479981 Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Einarsson, H., Lund, S. H., & Jónsdóttir, A. H. (2024). Application of ChatGPT for automated problem reframing across academic domains. Computers and Education: Artificial Intelligence, 6, 100194. https://doi.org/10.1016/j.caeai.2023.100194 Embid, S., & Perdomo-Díaz, J. (2024a). Herramientas digitales en la formulación de problemas de fracciones por futuros maestros de primaria. En N. Adamuz-Povedano, E. Fernández-Ahumada, N. Climent, & C. Jiménez-Gestal (Eds.), Investigación en Educación Matemática XXVII (pp. 201–208). SEIEM. Embid, S., & Perdomo-Díaz, J. (2024b). Evaluación del potencial de distintos chatbots para la formulación de problemas matemáticos. Formación del Profesorado e Investigación en Educación Matemática, 16, 41–58. Embid, S., Perdomo-Díaz, J., & Giaconi, V. (2024). Cuestionario ForPro-IA. OSF Storage. https://doi.org/10.17605/OSF.IO/Y45RW Giaconi, V., Perdomo-Díaz, J., Cerda, G., & Saadati, F. (2018). Prácticas docentes, autoeficacia y valor en relación con la resolución de problemas de matemáticas: Diseño y validación de un cuestionario. Enseñanza de las Ciencias, 36(3). https://doi.org/10.5565/rev/ensciencias.2351 Grundmeier, T. A. (2015). Developing the problem-posing abilities of prospective elementary and middle school teachers. En F. M. Singer, N. F. Ellerton, & J. Cai (Eds.), Mathematical problem posing: From research to effective practice (pp. 411–431). Springer. https://doi.org/10.1007/978-1-4614-6258-3_20 Hernández, A., Perdomo-Díaz, J., & Camacho-Machín, M. (2019). Mathematical understanding in problem solving with GeoGebra: A case study in initial teacher education. International Journal of Mathematical Education in Science and Technology, 51(2), 208–223. https://doi.org/10.1080/0020739X.2019.1587022 Hwang, G.-J., & Tu, Y.-F. (2021). Roles and research trends of artificial intelligence in mathematics education: A bibliometric mapping analysis and systematic review. Mathematics, 9(6), 584. https://doi.org/10.3390/math9060584 Jiménez Ávila, W. J., & Sosa Guerrero, L. (2024). Creencias y actuación en el aula de los formadores de profesores de matemáticas. Enseñanza de las Ciencias, 42(3), 185–202. https://doi.org/10.5565/rev/ensciencias.5985 Kilpatrick, J. (1987). Problem formulating: Where do good problems come from? En A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 123–147). Lawrence Erlbaum Associates. Kuhail, M. A., Alturki, N., Alramlawi, S., & Alhejori, K. (2023). Interacting with educational chatbots: A systematic review. Education and Information Technologies, 28(1), 973–1018. https://doi.org/10.1007/s10639-022-11177-3 Leavy, A., & Hourigan, M. (2022). The Framework for Posing Elementary Mathematics Problems (F-PosE): Supporting teachers to evaluate and select problems for use in elementary mathematics. Educational Studies in Mathematics, 111(1), 147–176. https://doi.org/10.1007/s10649-022-10155-3 Lupiáñez, J. L., Olivares, D., & Segovia, I. (2024). Examining the role played by resources, goals and orientations in primary teachers’ decision-making for problem-solving lesson plans. ZDM – Mathematics Education, 56(6), 1153–1167. Marbán, J. M., Palacios, A., & Maroto, A. (2020). Desarrollo del dominio afectivo matemático en la formación inicial de maestros de primaria. Avances de Investigación en Educación Matemática, 18, 73–86. https://doi.org/10.35763/aiem.v0i18.286 Martínez-Rizo, F. (2012). Procedimientos para el estudio sobre las prácticas docentes: Revisión de la literatura. RELIEVE – Revista Electrónica de Investigación y Evaluación Educativa, 18(1), 1–22. McNeish, D. (2018). Thanks coefficient alpha, we’ll take it from here. Psychological Methods, 23(3), 412. Montes, M., Chico, J., Martín-Díaz, J. P., & Badillo, E. (2024). Mathematics teachers’ specialized knowledge mobilized through problem transformation. The Journal of Mathematical Behavior, 73, 101132. https://doi.org/10.1016/j.jmathb.2024.101132 National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Author. Noster, N., Gerber, S., & Siller, H.-S. (2024). Pre-service teachers’ approaches in solving mathematics tasks with ChatGPT. Digital Experiences in Mathematics Education, 10, 543–567. https://doi.org/10.1007/s40751-024-00155-8 Parra, V., Sureda, P., Corica, A., Schiaffino, S., & Godoy, D. (2024). Can generative AI solve geometry problems? Strengths and weaknesses of LLMs for geometric reasoning in Spanish. International Journal of Interactive Multimedia and Artificial Intelligence, 8(5), 65. https://doi.org/10.9781/ijimai.2024.02.009 Rafi, I., & Sugiman, S. (2019). Problem posing ability among prospective mathematics teachers. Pythagoras: Jurnal Pendidikan Matematika, 14(2), 188–198. https://doi.org/10.21831/pg.v14i2.29976 Remillard, J. T., Reinke, L. T., & Kapoor, R. (2019). What is the point? Examining how curriculum materials articulate mathematical goals and how teachers steer instruction. International Journal of Educational Research, 93, 101–117. https://www.sciencedirect.com/science/article/pii/S0883035518305810 Reeve, J. (2015). Understanding motivation and emotion (6th ed.). Wiley. Revelle, W. (2019). psych: Procedures for psychological, psychometric, and personality research [R package]. https://cran.r-project.org/package=psych Richard, P. R., Vélez, M. P., & Van Vaerenbergh, S. (Eds.). (2022). Mathematics education in the age of artificial intelligence: How artificial intelligence can serve mathematical human learning. Springer. https://doi.org/10.1007/978-3-030-86909-0 Rosseel, Y. (2018). lavaan: Latent variable analysis [R package]. https://cran.r-project.org/package=lavaan Saadati, F., Cerda, G., Giaconi, V., Reyes, C., & Felmer, P. (2019). Modeling Chilean mathematics teachers’ instructional beliefs on problem solving practices. International Journal of Science and Mathematics Education, 17(5), 1009–1029. https://doi.org/10.1007/s10763-018-9897-8 Schindler, M., & Bakker, A. (2020). Affective field during collaborative problem posing and problem solving: A case study. Educational Studies in Mathematics, 105(3), 303–324. https://doi.org/10.1007/s10649-020-09973-0 Schorcht, S., Buchholtz, N., & Baumanns, L. (2024). Prompt the problem – Investigating the mathematics educational quality of AI-supported problem solving by comparing prompt techniques. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1386075 Schober, P., Boer, C., & Schwarte, L. A. (2018). Correlation coefficients: Appropriate use and interpretation. Anesthesia & Analgesia, 126(5), 1763. https://doi.org/10.1213/ANE.0000000000002864 Shultz, K. S., Whitney, D., & Zickar, M. J. (2020). Measurement theory in action: Case studies and exercises (3rd ed.). Routledge. https://doi.org/10.4324/9781003127536 Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics, 14(1), 19–28. Son, J. W., & Diletti, J. (2017). What can we learn from textbook analysis? In J.-W. Son, T. Watanabe, & J.-J. Lo (Eds.), What matters? Research trends in international comparative studies in mathematics education (pp. 3–32). Springer. https://doi.org/10.1007/978-3-319-51187-0_1 Stoyanova, E., & Ellerton, N. F. (1996). A framework for research into students’ problem posing in school mathematics. Technology in Mathematics Education, 4(7), 518–525. Voica, C., Singer, F. M., & Stan, E. (2020). How are motivation and self-efficacy interacting in problem-solving and problem-posing? Educational Studies in Mathematics, 105(3), 487–517. https://doi.org/10.1007/s10649-020-10005-0 Wardat, Y., Tashtoush, M., Alali, R., & Saleh, S. (2024). Artificial intelligence in education: Mathematics teachers’ perspectives, practices and challenges. Iraqi Journal for Computer Science and Mathematics, 5(1), 60–77. https://doi.org/10.52866/ijcsm.2024.05.01.004
Documentos relacionados
La importancia de la formulación de problemas en el desarrollo de conocimiento matemático
- Bruno, Alicia, Burgos, María
- Álgebra, Conocimiento del profesor, Currículo, Dispositivos electrónicos, Estilos de aprendizaje, Inicial, Investigación en Educación Matemática, Libros de texto, Modelización, Pensamientos matemáticos, Planteamiento de problemas, Teorías de aprendizaje
- Educación superior, formación de pregrado, formación de grado, Todos los niveles educativos
