Creencias hacia las matemáticas en educación secundaria: una revisión sistemática
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Este estudio presenta una revisión sistemática sobre las creencias hacia las matemáticas en educación secundaria (12–16 años), analizando la producción científica publicada entre 2022 y 2026. Siguiendo las directrices PRISMA 2020, se seleccionaron 41 estudios (38 empíricos y 3 revisiones sistemáticas). La revisión combinó análisis bibliométrico y análisis cualitativo de contenido. Los resultados identifican la autoeficacia y el autoconcepto matemático como las variables más investigadas y los predictores más consistentes del rendimiento académico. Asimismo, el valor de utilidad de las matemáticas se asocia con una mayor persistencia en itinerarios STEM. La eficacia de las intervenciones basadas en mentalidad de crecimiento depende del contexto educativo y de las creencias docentes. Además, factores como el apoyo familiar, los estereotipos y las expectativas del profesorado influyen en la formación de las creencias matemáticas del alumnado y su trayectoria educativa.
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