Actividad física y competencia matemática en la infancia: un análisis crítico de su capacidad predictiva
DOI:
https://doi.org/10.55040/arm05z39Palabras clave:
actividad física, competencia matemática, educación infantil, regresión lineal, aprendizaje matemático, cognición encarnadaResumen
La relación entre la actividad física y el desarrollo de la competencia matemática en la infancia ha sido ampliamente estudiada desde enfoques que destacan el papel del movimiento en los procesos cognitivos y de aprendizaje. No obstante, la evidencia empírica muestra resultados heterogéneos y, en muchos casos, se apoya en indicadores globales de actividad física. El objetivo de este estudio fue analizar la capacidad predictiva de la actividad física estructurada y no estructurada sobre la competencia matemática informal, formal y total en alumnado del último curso de Educación Infantil.
Se adoptó un diseño cuantitativo ex post facto de tipo correlacional–predictivo. La competencia matemática se evaluó mediante el Test de Competencia Matemática Básica (TEMA-3) y la actividad física mediante un cuestionario de elaboración propia cumplimentado por las familias. Se estimaron modelos de regresión lineal múltiple en la muestra total y por sexo. Los modelos de regresión presentaron una capacidad explicativa muy limitada, con valores de R² corregido próximos a cero o negativos y ausencia de significación estadística en la prueba ANOVA, tanto en la muestra total como en los análisis desagregados por sexo. Se concluye que la actividad física, considerada de forma global y lineal, no actúa como predictor directo de la competencia matemática en la muestra analizada, lo que subraya la necesidad de modelos explicativos más complejos que integren variables cognitivas, motrices y contextuales.
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Derechos de autor 2026 Rocío Rodríguez-Padín, Víctor Arufe-Giráldez
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