¿Cómo impactan las variables no-cognitivas el aprendizaje de los adolescentes en matemáticas en postpandemia ?

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Publicado ene 11, 2024
DOI https://doi.org/10.35811/rea.v13i1.260

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Claudia Patricia Ovalle Ramirez
Docente Universidad de Antioquia Colombia

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Número
Vol. 13 Núm. 1 (2023): Revista Educación las Américas
Sección
Artículos de revisión
Cómo citar
Ovalle Ramirez, C. (2024). ¿Cómo impactan las variables no-cognitivas el aprendizaje de los adolescentes en matemáticas en postpandemia ?. Revista Educación Las Américas, 13(1). https://doi.org/10.35811/rea.v13i1.260
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Resumen

El presente artículo hace una propuesta de modelo estructural teórico de los efectos de la salud mental tras la pandemia sobre el aprendizaje matemático en adolescentes. Método: En 3 instituciones educativas (municipal/subvencionada/privada) se aplicará una prueba de tamizaje de depresión y ansiedad post pandemia para adolescentes entre 14 a 17 años con consentimiento informado. Entre estos estudiantes, se invitará aquellos que presentan niveles medio, medio alto y altos de síntomas ansiosos o depresivos a una sesión en la que se recogerán en laboratorio medidas psicofisiológicas (potencial evocado y seguimiento ocular), medidas psicológicas (apego) y neuropsicológicas (función ejecutiva), mientras el adolescente lleva a cabo una prueba en computador (razonamiento cuantitativo). Muestra: por conveniencia de tamaño aproximado n=90 (45 adolescentes entre los 12 y 14 años y 45 adolescentes entre los 15-17 años) Análisis de datos Se propone hacer SEM con R (paquete lavaan) considerando como variable de resultado el razonamiento cuantitativo (aritmética y balanzas de la prueba WISC-V) y como moderadores el género, edad y el decil de ingreso. Resultados esperados: El modelo propuesto tiene bondad de ajuste y explica la variabilidad del razonamiento cuantitativo.


Palabras clave: Covid-19, variables no cognitivas, Razonamiento matemático, Adolescencia.

Palabras clave

variables no cognitivas
Razonamiento matemático