Las conductas de fomento de la creatividad y la inteligencia emocional del profesorado como predictores del rendimiento del alumnado en geometría circular
DOI:
https://doi.org/10.17979/reipe.2024.11.2.10810Palabras clave:
creatividad, inteligencia emocional, rendimiento en matemáticas, estudiantes adolescentes, metodología de encuestaResumen
La presente investigación examina cómo los comportamientos de fomento de la creatividad y la inteligencia emocional del profesorado puede predecir el rendimiento en geometría circular de su alumnado. El estudio estuvo guiado por dos preguntas de investigación y dos hipótesis, y la metodología de investigación empleada fue la de encuesta. La población de la que se partía estaba formada por un total de 2056 personas, y se utilizó un procedimiento de muestreo multi-etápico para extraer una muestra de 384 encuestados/as, mujeres y varones: 336 estudiantes de 15 a 19 años and 48 docentes de 35 a 58 años. Para obtener los datos de la investigación se utilizaron: la Escala de Fomento de la Creatividad del Profesorado (TCFBS), la Escala de Inteligencia Emocional del Profesorado (TEIS) y la Prueba de Rendimiento en Geometría Circular (CGPT). Para el análisis estadístico de los datos se llevaron a cabo correlaciones y análisis de varianza. Se observó que las conductas de fomento de la creatividad del profesorado explicaban el 58% de la varianza en el rendimiento en geometría circular del alumnado, mientras que la inteligencia emocional de los/as docentes explicaba el 41 %. Estos resultados ponen de relieve la importancia de fomentar estrategias creativas de resolución de problemas y de diseñar tareas adaptadas a los puntos fuertes de cada estudiante.
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