Matemáticas y dominio afectivo
Tipo de documento
Autores
Lista de autores
Marbán, José María
Resumen
La preocupación por el dominio afectivo en educación matemática ha aumentado significativamente desde la aparición de los primeros trabajos que dotaron de rigor científico al estudio de esta cuestión. Un ejemplo de tales aportaciones, en cierto modo seminal, lo encontramos en los trabajos de McLeod de finales de la década de los ochenta quien presenta el dominio afectivo como un constructo en forma de amalgama compleja de diversos subdominios claramente diferenciados de aquellos tradicionalmente atendidos por la investigación en el campo de la educación matemática y vinculados exclusivamente a características puramente cognitivas. Algunos de los aspectos que han ido apareciendo desde entonces como integrantes de este constructo son aquellos que dan cuenta de las actitudes hacia las matemáticas, de las actitudes hacia la docencia de las matemáticas, de las creencias sobre la naturaleza de las matemáticas, sobre cómo enseñar matemáticas o sobre cómo se aprende matemáticas, del autoconcepto matemático, de la ansiedad hacia las matemáticas y de la percepción de dificultad o de utilidad de las matemáticas, entre otros.
Fecha
2016
Tipo de fecha
Estado publicación
Términos clave
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Título libro actas
Editores (actas)
Berciano, Ainhoa | Fernández, Catalina | Fernández, Teresa | González, José Luis | Hernández, Pedro | Jiménez, Antonio | Macías, Juan Antonio | Ruiz, Francisco José | Sánchez, María Teresa
Lista de editores (actas)
Berciano, Ainhoa, Fernández, Catalina, Fernández, Teresa, González, José Luis, Hernández, Pedro, Jiménez, Antonio, Macías, Juan Antonio, Ruiz, Francisco José y Sánchez, María Teresa
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
69-74
ISBN (actas)
Referencias
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