| Summary: | This article is a first stage of a study devoted to find out the relationship between affective domain in mathematics (beliefs, attitudes and emotions) and academic performance in mathematics in students from vulnerable backgrounds. The objective is to analyze students' beliefs about mathematics and their possible relationship to their academic performance. The methodology used is quantitative, descriptive and correlational, based on a non-experimental, cross-correlational-causal design, as it seeks to explain the relationship between variables. The sample was made up of 121 students in the third grade of primary education, belonging to a public educational institution in Cúcuta, Norte de Santander, Colombia, selected by non-probabilistic sampling. The instrument used for data collection was a structured questionnaire with Likert Scale answers, whose validity and reliability was checked. For academic performance, the instrument for characterizing the skills and procedures used by 3rd grade students in the area of mathematics, designed by the National Ministry of Education (MEN) program Todos a Aprender (PTA), was used. The results show that beliefs about mathematics, from the students'; perspective, are a determining factor in the students’ academic performance in mathematics.
|
|---|