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Artículos de Investigación

Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez

Incidencia de la educación artística en el pensamiento abstracto-matemático de estudiantes de secundaria de Lima

Impact of artistic education on the abstract-mathematical thinking of high school students in Lima
Publicado
2026-08-18
Introducción: La educación artística favorece el desarrollo de procesos cognitivos superiores que pueden transferirse a diversos campos del aprendizaje escolar, incluyendo el razonamiento matemático y la capacidad de abstracción. Objetivo: Determinar la incidencia de la educación artística en el desarrollo del pensamiento abstracto-matemático en estudiantes del nivel de educación secundaria de la Institución Educativa Privada Villa Caritas, Perú. Metodología: Se desarrolló una investigación con enfoque cuantitativo, alcance explicativo y diseño cuasi-experimental. La muestra estuvo conformada por 60 estudiantes distribuidos en grupo control y grupo experimental. Se aplicó un cuestionario de 20 ítems para evaluar el desarrollo del pensamiento abstracto-matemático antes y después de la intervención educativa. Resultados: Los resultados evidenciaron mejoras significativas en el grupo experimental, que alcanzó una media postest de 17,77 frente a 13,63 del grupo control, representando un incremento del 44,5 % respecto a su línea base. Asimismo, se identificaron diferencias estadísticamente significativas en las dimensiones de deducción, análisis, síntesis e interpretación, evidenciando que la intervención artística favoreció habilidades cognitivas relacionadas con el razonamiento matemático. Conclusiones: La educación artística incide positiva y significativamente en el desarrollo del pensamiento abstracto-matemático en estudiantes de secundaria. Su incorporación como estrategia pedagógica contribuye al fortalecimiento de habilidades cognitivas superiores y constituye una alternativa pertinente para enriquecer los procesos de enseñanza-aprendizaje de las matemáticas.
Introduction: Arts education fosters the development of higher-order cognitive processes that can be transferred to various fields of school learning, including mathematical reasoning and the capacity for abstraction. Objective: To determine the impact of arts education on the development of abstract-mathematical thinking among secondary school students at the Villa Caritas Private Educational Institution in Peru. Methodology: A quantitative study was conducted with an explanatory scope and a quasi-experimental design. The sample consisted of 60 students divided into a control group and an experimental group. A 20-item questionnaire was administered to assess the development of abstract-mathematical thinking before and after the educational intervention. Results: The findings showed significant improvements in the experimental group, which achieved a post-test mean of 17.77 compared to 13.63 in the control group, representing a 44.5% increase relative to the baseline. Furthermore, statistically significant differences were identified in the dimensions of deduction, analysis, synthesis, and interpretation, demonstrating that the artistic intervention fostered cognitive skills related to mathematical reasoning. Conclusions: Arts education has a significant positive influence on the development of abstract-mathematical thinking in secondary students. Its incorporation as a pedagogical strategy contributes to strengthening higher-order cognitive skills and represents a relevant alternative for enriching mathematics teaching-learning processes.
Número:
Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez
Sección:
Artículos de Investigación

Referencias

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