Diferencias de desempeño académico con base en emociones en clases de matemáticas
DOI:
https://doi.org/10.22201/fesa.29928273e.2025.10.82Palabras clave:
Expresiones faciales, Geometría Analitica, desempeño matemático, teoría del control-valor, marco afectivo del aprendizaje.Resumen
El uso de tecnologías para analizar expresiones faciales con el fin de identificar emociones y mejorar el rendimiento en educación es común. El objetivo de este trabajo es comprender mejor el aprendizaje matemático en este contexto, en especial de la Geometría Analítica, considerando emociones y desempeño académico. Para ello, se emplean la teoría del control-valor y el marco afectivo para el aprendizaje como cuerpo teórico. Se realizó un estudio con 95 estudiantes, durante el cual se grabaron sus expresiones faciales y se extrajeron emociones, junto con mediciones objetivas y subjetivas de aprovechamiento. Los resultados muestran que, en mediciones objetivas, los estudiantes de alto desempeño experimentan más cambios emocionales que los de bajo desempeño; mientras que los últimos reportan una sensación de seguridad en sus habilidades y conocimiento en mediciones subjetivas. El texto concluye con algunas recomendaciones para mejorar el aprendizaje matemático.
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