Keywords
primary students’
self-perception of mathematics
structural equation modelling
technological self-confidence pensamiento creativo matemático
estudiantes de educación primaria
autopercepción en matemáticas
modelado de ecuaciones estructurales
auto-confianza tecnológica
How to Cite
Abstract
In the digital era, mathematical creative thinking, technological self-confidence, and self-perception of mathematics were essential skills for success in a world driven by innovation and problem-solving. However, these variables had not been thoroughly investigated. This study invesitigated how self-perception of mathematics acted as a mediator between technological self-confidence and mathematical creative thinking. Data were collected from 502 primary school students (56.6% female), with an average age of 10.86 ± .77 year, using online questionnaires and tests. Structural equation modeling was employed to validate the constructs and measurement tools. The results revealed that technological self-confidence had a positive impact on mathematical creative thinking, while self-perception of mathematics also positively influenced mathematical creative thinking. Furthermore, self-perception of mathematics played a significant mediating role in the relationship between technological self-confidence and mathematical creative thinking. This study highlighted the importance of incorporating technology and confidence-building strategies into mathematics curricula to better equip students for real-world problem-solving in a digital society.
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