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Artículos de Investigación

Vol. 6 Núm. 11 (2026): Revista Simón Rodríguez

Perfiles de autoeficacia en el conocimiento matemático de futuros docentes de educación primaria

Self-efficacy profiles in mathematical knowledge of future primary education teachers: A cluster analysis
Publicado
2026-03-04

La autoeficacia representa un factor fundamental en el estudio de las percepciones de futuros docentes sobre sus competencias para enseñar matemáticas. Este estudio examinó los perfiles de autoeficacia en el conocimiento matemático de 203 futuros docentes de educación primaria en una institución de educación superior de la República Dominicana, utilizando un diseño descriptivo-transversal y un análisis de clúster mediante el método de Ward. Se emplearon dos escalas validadas la Escala de Autoeficacia Centrada en el Conocimiento Matemático (ACCM, α = .975) y la Escala de Autoeficacia Centrada en el Conocimiento Didáctico del Contenido de Matemáticas (ACCDCM, α = .982). Se identificaron tres perfiles: Clúster 1 (Moderado, N=90; ACCM=2.14, ACCDCM=4.44) con mayor confianza pedagógica, Clúster 2 (Bajo, N=32; ACCM=1.86, ACCDCM=1.37) con baja autoeficacia en ambas dimensiones y Clúster 3 (Alto, N=81; ACCM=5, ACCDCM=4.67) con elevada percepción en ambos dominios, mostrando una autoeficacia matemática global ligeramente inferior (M=3.82) a la didáctica (M=4.09) y dispersión similar (DE=.63 y .64), lo que evidencia la necesidad de intervenciones para reforzar conocimiento matemático (Clúster 1), andamiaje motivacional (Clúster 2) y prácticas reflexivas (Clúster 3) para optimizar la formación inicial de estos docentes. Estos perfiles evidencian una heterogeneidad significativa en la percepción de competencia tanto en el dominio del contenido matemático como en las estrategias didácticas para su enseñanza.

E Self-efficacy represents a fundamental factor in the study of future teachers' perceptions regarding their competencies to teach mathematics. This study examines the self-efficacy profiles in mathematical knowledge of 203 future primary school teachers at a higher education institution in the Dominican Republic, using a descriptive-cross-sectional design and cluster analysis using Ward's method. Two validated scales were used the Self-Efficacy Scale Focused on Mathematical Knowledge (ACCM, α = .975) and the Self-Efficacy Scale Focused on Pedagogical Content Knowledge of Mathematics (ACCDCM, α = .982). Three profiles were identified: Cluster 1 (Moderate, N=90; ACCM=2.14, ACCDCM=4.44) with greater pedagogical confidence, Cluster 2 (Low, N=32; ACCM=1.86, ACCDCM=1.37) with low self-efficacy in both dimensions, and Cluster 3 (High, N=81; ACCM=5, ACCDCM=4.67) with high perception in both domains, showing a slightly lower overall mathematical self-efficacy (M=3.82) than the didactic one (M=4.09) and similar dispersion (SD=.63 and .64), which shows the need for interventions to reinforce mathematical knowledge (Cluster 1), motivational scaffolding (Cluster 2) and reflective practices (Cluster 3) to optimize the initial training of these teachers. These profiles reveal a significant heterogeneity in the perception of competence, both in the mastery of mathematical content and in the didactic strategies for its teaching.

Número:
Vol. 6 Núm. 11 (2026): Revista Simón Rodríguez
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Artículos de Investigación

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