Percepciones respecto a la enseñanza y aprendizaje de la matemática en la básica superior

This research analyzes the attitudes, emotions, and cognitive processes of upper elementary students at the "Dr. Germán Abdo Touma" Elementary School toward mathematics. It originates from concerns about students' low motivation and performance. Many students perceive mathematics as complex, demotivating, or intimidating. A mixed-methods approach was employed, including surveys administered to 35 students and observations of the mathematics teacher. Questionnaires and observations gathered detailed information on classroom dynamics, teaching methods, and overall perceptions. The non-experimental, cross-sectional, and field-based design was grounded in the constructivist educational model, emphasizing active student participation. The research found that most students show little interest and feel anxiety or demotivation, though they acknowledge mathematics’ usefulness. Traditional, memorization-focused methodologies with minimal participation predominate. Weak study habits and exam-period cramming also hinder performance. While some students feel comfortable with their teachers, others feel unsupported and want dynamic, interactive classes. To address the final objective, a comparative chart contrasted student and teacher perceptions and revealed a disconnect between student needs for enthusiasm and current teaching methods

• Tác giả chính: Velarde Pintag, Jennifer Elizabeth (author)
• Định dạng: bachelorThesis
• Ngôn ngữ: spa
• Được phát hành: 2025
• Những chủ đề: PERCEPCIÓN; ENSEÑANZA; APRENDIZAJE; METODOLOGÍA
• Truy cập trực tuyến: http://dspace.unach.edu.ec/handle/51000/16111