| Summary: | The objective of the present article was to identify the students learning attitude towards mathematics, taking into account the teachers’ pedagogic practices motivating the participation in problem solving, particularly on the concept of entire numbers. In order to elaborate the Likert scale type instrument, 26 items were classified in the dimensions of planning, development and improvement. The participants’ selection was accomplished using intentional sampling and during the development of this process (80) students from seventh grade were chosen. The research was quantitative-descriptive with one analysis of frequency and factorial analysis. The results allowed to conclude that dimensions regarding planning, development and mathematics-learning improvement, specially towards the numerical competence, play important roles on the student’s attitude towards the assessment processes, utilizing what they have learned in attempting to solve reallife problems; Therefore the professors must to move from traditional and algorithmic teaching to generate more dynamic scenarios for knowledge exchange and team-work.
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