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

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.