¿Se relacionan las creencias sobre las matemáticas con el rendimiento académico en matemáticas en estudiantes de contexto vulnerables?
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 math...
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| Format: | Article |
| Language: | Spanish |
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Universidad Francisco de Paula Santander
2019-01-01
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| Series: | Ecomatemático |
| Subjects: | |
| Online Access: | https://revistas.ufps.edu.co/index.php/ecomatematico/article/view/2588/2674 |
| _version_ | 1818388994314993664 |
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| author | Raquel Fernandez-Cezar Gersón Adriano-Rincón Raúl Prada-Núñez |
| author_facet | Raquel Fernandez-Cezar Gersón Adriano-Rincón Raúl Prada-Núñez |
| author_sort | Raquel Fernandez-Cezar |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-14T04:34:41Z |
| format | Article |
| id | doaj.art-8f8ba83ca7c547e59d9209fb5d9e1bc9 |
| institution | Directory Open Access Journal |
| issn | 1794-8231 |
| language | Spanish |
| last_indexed | 2024-12-14T04:34:41Z |
| publishDate | 2019-01-01 |
| publisher | Universidad Francisco de Paula Santander |
| record_format | Article |
| series | Ecomatemático |
| spelling | doaj.art-8f8ba83ca7c547e59d9209fb5d9e1bc92022-12-21T23:17:00ZspaUniversidad Francisco de Paula SantanderEcomatemático1794-82312019-01-0110261510.22463/17948231.2588¿Se relacionan las creencias sobre las matemáticas con el rendimiento académico en matemáticas en estudiantes de contexto vulnerables?Raquel Fernandez-Cezar0https://orcid.org/0000-0002-9013-7734Gersón Adriano-Rincón 1https://orcid.org/0000-0002-4375-1993Raúl Prada-Núñez 2https://orcid.org/0000-0001-6145-1786Universidad de Castilla La Mancha - Facultad de Educación de ToledoProyecto Todos a Aprender (PTA) Secretaría de Educación Municipal Cúcuta, Ministerio de Educación Nacional ColombiaUniversidad Francisco de Paula SantanderThis 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.https://revistas.ufps.edu.co/index.php/ecomatematico/article/view/2588/2674mathematics educationbeliefsaffective domainacademic performance. |
| spellingShingle | Raquel Fernandez-Cezar Gersón Adriano-Rincón Raúl Prada-Núñez ¿Se relacionan las creencias sobre las matemáticas con el rendimiento académico en matemáticas en estudiantes de contexto vulnerables? Ecomatemático mathematics education beliefs affective domain academic performance. |
| title | ¿Se relacionan las creencias sobre las matemáticas con el rendimiento académico en matemáticas en estudiantes de contexto vulnerables? |
| title_full | ¿Se relacionan las creencias sobre las matemáticas con el rendimiento académico en matemáticas en estudiantes de contexto vulnerables? |
| title_fullStr | ¿Se relacionan las creencias sobre las matemáticas con el rendimiento académico en matemáticas en estudiantes de contexto vulnerables? |
| title_full_unstemmed | ¿Se relacionan las creencias sobre las matemáticas con el rendimiento académico en matemáticas en estudiantes de contexto vulnerables? |
| title_short | ¿Se relacionan las creencias sobre las matemáticas con el rendimiento académico en matemáticas en estudiantes de contexto vulnerables? |
| title_sort | se relacionan las creencias sobre las matematicas con el rendimiento academico en matematicas en estudiantes de contexto vulnerables |
| topic | mathematics education beliefs affective domain academic performance. |
| url | https://revistas.ufps.edu.co/index.php/ecomatematico/article/view/2588/2674 |
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