Ansiedad Matemática Rasgo y Estado: ¿Qué cambia en el desempeño?
Palabras clave:
AM Rasgo, AM Estado, Desempeño MatemáticoResumen
El estudio analizó el impacto de la Ansiedad Matemática (AM) rasgo y estado antes y después de tareas matemáticas en niños de 9 a 13 años. Con un enfoque cuantitativo y cuasi-experimental, participaron 22 niños (12 experimental y 10 control) de educación primaria en Vitória da Conquista – BA. Se utilizaron el Test de Desempeño Escolar (TDE), el Cuestionario de Ansiedad Matemática (QAM), la Tarea de Transcodificación Numérica y el State-MAQ. Los datos, analizados con Spearman (SPSS 25) y d de Cohen (Excel), indicaron un aumento de la AM estado en el post-test sin afectar el desempeño matemático en el grupo experimental. Los efectos fueron medios para MAC-B (d = -0,56) y State-MAQ (d = -0,61*) y muy grandes para el TDE (d = -1,28). Niños con mayor AM lograron mejor desempeño aritmético, con efecto medio en el experimental (d = -0,69) y pequeño en el control (d = -0,30).
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