Creencias de los docentes, ansiedad matemática y alfabetización en TIC: una revisión sistemática
Resumen
Este documento investigó sistemáticamente la relación entre las creencias de los profesores de matemáticas, la ansiedad matemática y la alfabetización en TIC durante más de cinco años. El estudio está de acuerdo con el método de matriz utilizado para la revisión. Además, las publicaciones se tomaron como datos, que eran bases de datos y referencias. Veintiocho (n = 28) publicaciones cumplieron criterios específicos de inclusión y exclusión y consistieron en las instancias finales. Se seleccionó un puntaje de calidad metodológica (MQS) en cada investigación. La correlación entre las creencias de los docentes y la ansiedad matemática, además de la alfabetización en TIC obtenida en un resultado particular y se clasificó como exhibiendo una relación lineal inversa, ninguna relación lineal estadísticamente significativa o una relación lineal positiva.
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