Apoyos para el aprendizaje de las matemáticas según apreciación de los estudiantes adolescentes

María del Consuelo Salinas-Aguirre, Jaquelina Lizet Hernández-Cueto, Sara Margarita Yáñez-Flores, Sergio Arturo SOLIS-PERALES
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Abstract

This research identifies attributes of mathematical learning in the lifestyle of high school students, teaching skills and personal, school and family factors that potentiate numerical skills. The design is non-experimental quantitative, cross-sectional applied to a random sample of 423 students with a validated instrument (Cronbach 0.94). It has 14 signaling variables and 192 simple variables with three axes: mathematical learning, teaching skills and lifestyle, twelve complex variables: student behaviors, attitudes and emotions, in class, with homework, mathematical perception, time management and health-cares. Family-social aspects. Didactic-subjects and emotional evaluations and strategies regarding the teacher. Technologies for mathematics. The descriptive, correlational and multifactorial analysis is carried out with percentages and variability, in correlation with Pearson and by Communalities (p = 0.5). The results show important are: habits and tasks, activities and didactics, family organization and emotional relationships that intervene in personal learning. Highlights subjective and attitudinal variables towards studying, mathematics and family environment that potentiates learning or not. The contributions are: didactic-subject’s methodologies of mathematics and one flexible multifactorial model of mathematical learning according to personalities and different ways of learning from students, which considers: perception and attitudes towards numerical abstractions, cognitive skills, classroom actions, teaching didactics and Social context.
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根据青少年学生的欣赏来支持数学学习
本研究确定了高中生的生活方式、教学技能以及个人、学校和家庭因素对数学学习的影响。该设计是非实验定量的,横断面应用于随机抽样的423名学生,使用经过验证的仪器(Cronbach 0.94)。它有14个信号变量和192个简单变量,三个轴:数学学习,教学技能和生活方式;12个复杂变量:学生行为,态度和情绪,课堂上,家庭作业,数学感知,时间管理和保健。家庭社会方面。关于教师的教学主题和情感评价与策略。数学技术。描述性、相关性和多因素分析采用百分比和变异性进行,与Pearson和communities相关(p = 0.5)。研究结果显示:习惯与任务、活动与教学、家庭组织与情感关系对个人学习的影响。强调对学习、数学和家庭环境的主观和态度变量,这些变量会增强学习或不增强学习。这些贡献包括:教学主体的数学方法论和一个灵活的多因素数学学习模型,该模型根据学生的个性和不同的学习方式,考虑了对数字抽象的感知和态度、认知技能、课堂行为、教学教学和社会背景。
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