Fuentes de pensamiento creativo y autoeficacia en estudiantes de Indonesia: Un estudio de métodos mixtos
DOI:
https://doi.org/10.15359/ru.36-1.20Palabras clave:
Pensamiento creativo, autoeficacia, novedad cognitiva, variedad cognitiva, encuadre cognitivoResumen
Cuando se trata de creatividad en matemáticas, los grupos académicos tienden a enfocarse en el ámbito lógico, que incluye fluidez, flexibilidad y originalidad mientras pasan por alto el valor del ámbito afectivo, que incluye autoeficacia, creencias y actitudes. Los objetivos de este estudio fueron 1) investigar hasta qué punto la autoeficacia afecta la capacidad de pensamiento creativo matemático de estudiantes; 2) descubrir las características de estudiantes que tienen una alta capacidad de pensamiento creativo matemático y una alta autoeficacia. Se empleó un enfoque de método mixto, que combinó la entrevista semiestructurada y el análisis de correlación para investigar el efecto de la autoeficacia en la capacidad de pensamiento creativo matemático del estudiantado. Los sujetos participantes del estudio fueron seleccionados de escuelas secundarias (JHS) que se encuentran en la ciudad de Makassar. Noventa y seis estudiantes (42 niños y 54 niñas, de 14 años) completaron un cuestionario de evaluación de su autoeficacia matemática. En general, los resultados demostraron que la autoeficacia tuvo un efecto en la capacidad de pensamiento creativo matemático de estudiantes de JHS. Además, este estudio reveló que era más probable que estudiantes con alta autoeficacia posean una alta capacidad de pensamiento creativo matemático y viceversa. Las características de estudiantes con alta capacidad de pensamiento creativo matemático y alta autoeficacia incluyen ansiedad excesiva, dependencia de experiencias clave, como la capacidad de generar ideas (novedad cognitiva), la capacidad de proponer diversas soluciones (variedad cognitiva), y la capacidad de cambiar las percepciones (encuadre cognitivo).
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