Creencias del Profesorado de Educación Primaria sobre la Creatividad Matemática: Una Revisión Sistemática PRISMA
Javier González García – Universidad de Burgos - ORCID
Alejandro Miguel Rosas Mendoza – Instituto Politécnico Nacional - ORCID
Resumen
Este estudio presenta una revisión sistemática de la literatura centrada en las creencias del profesorado de educación primaria acerca de la creatividad matemática. Se pretende analizar cómo entienden los docentes esta competencia, qué constructos asocian a ella y qué estrategias didácticas utilizan para fomentarla. Se aplicó el modelo PRISMA y se seleccionaron 47 artículos publicados entre 2010 y 2025 en bases de datos como Scopus, ERIC y Web of Science. Los resultados revelan una conceptualización fragmentada de la creatividad matemática, así como barreras estructurales y formativas que dificultan su aplicación en el aula. Se identifican también tendencias favorables hacia la creatividad, especialmente cuando el profesorado ha recibido formación específica. Se concluye que es necesario consolidar una definición operativa compartida y promover el desarrollo profesional docente para integrar la creatividad como eje pedagógico.
Palabra clave: Creatividad matemática
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