Actitud hacia la matemática en estudiantes de ingeniería
Affective factors influence mathematics learning, and attitudes in particular are one of the most important factors, as they express a degree of approval or disapproval for acting on mathematics. This research aims to identify the attitude toward mathematics in engineering students at Francisco de P...
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| Format: | Article |
| Language: | English |
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Fundación de Estudios Superiores Comfanorte
2022-07-01
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| Series: | Mundo Fesc |
| Subjects: | |
| Online Access: | https://www.fesc.edu.co/Revistas/OJS/index.php/mundofesc/article/view/1465 |
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| author | Cesar Augusto Dávila Carrillo Henry de Jesús Gallardo Pérez Daniel Villamizar Jaimes |
| author_facet | Cesar Augusto Dávila Carrillo Henry de Jesús Gallardo Pérez Daniel Villamizar Jaimes |
| author_sort | Cesar Augusto Dávila Carrillo |
| collection | DOAJ |
| description | Affective factors influence mathematics learning, and attitudes in particular are one of the most important factors, as they express a degree of approval or disapproval for acting on mathematics. This research aims to identify the attitude toward mathematics in engineering students at Francisco de Paula Santander University. Materials and methods: The research is framed within the quantitative, cross-sectional, explanatory, and correlational paradigm. The sample consisted of 134 fifth-semester students from the Faculty of Engineering during the second academic period of 2021. Information related to attitude was collected through purposive sampling via a virtual survey administered through the institutional platform and compared with academic results in mathematics courses taken from the academic information system, once the academic semester ended. Conclusion: A positive attitudinal trend toward mathematics and its teaching using information and communication technologies is evident. A positive correlation is observed in the sense that students with a higher academic average in mathematics tend to have a better attitude toward mathematics, its learning, and its applications. The study shows that even though mathematics presents a high degree of difficulty in learning, it allows the student to interact with others, propose and defend ideas and points of view for problem solving and applying mathematics, which in turn develops self-confidence in learning and using mathematics. |
| format | Article |
| id | doaj-art-52827b0d4e4f4bd89a43435e28066c9a |
| institution | OA Journals |
| issn | 2216-0353 2216-0388 |
| language | English |
| publishDate | 2022-07-01 |
| publisher | Fundación de Estudios Superiores Comfanorte |
| record_format | Article |
| series | Mundo Fesc |
| spelling | doaj-art-52827b0d4e4f4bd89a43435e28066c9a2025-08-20T02:15:20ZengFundación de Estudios Superiores ComfanorteMundo Fesc2216-03532216-03882022-07-01122413214310.61799/2216-0388.1465Actitud hacia la matemática en estudiantes de ingenieríaCesar Augusto Dávila Carrillo0Henry de Jesús Gallardo Pérez1https://orcid.org/0000-0003-4377-3903Daniel Villamizar Jaimes2https://orcid.org/0000-0003-3374-5159Universidad Francisco de Paula SantanderUniversidad Francisco de Paula SantanderUniversidad Francisco de Paula SantanderAffective factors influence mathematics learning, and attitudes in particular are one of the most important factors, as they express a degree of approval or disapproval for acting on mathematics. This research aims to identify the attitude toward mathematics in engineering students at Francisco de Paula Santander University. Materials and methods: The research is framed within the quantitative, cross-sectional, explanatory, and correlational paradigm. The sample consisted of 134 fifth-semester students from the Faculty of Engineering during the second academic period of 2021. Information related to attitude was collected through purposive sampling via a virtual survey administered through the institutional platform and compared with academic results in mathematics courses taken from the academic information system, once the academic semester ended. Conclusion: A positive attitudinal trend toward mathematics and its teaching using information and communication technologies is evident. A positive correlation is observed in the sense that students with a higher academic average in mathematics tend to have a better attitude toward mathematics, its learning, and its applications. The study shows that even though mathematics presents a high degree of difficulty in learning, it allows the student to interact with others, propose and defend ideas and points of view for problem solving and applying mathematics, which in turn develops self-confidence in learning and using mathematics.https://www.fesc.edu.co/Revistas/OJS/index.php/mundofesc/article/view/1465actitudaprendizaje matemáticasautoconfianzaanálisis multivariante |
| spellingShingle | Cesar Augusto Dávila Carrillo Henry de Jesús Gallardo Pérez Daniel Villamizar Jaimes Actitud hacia la matemática en estudiantes de ingeniería Mundo Fesc actitud aprendizaje matemáticas autoconfianza análisis multivariante |
| title | Actitud hacia la matemática en estudiantes de ingeniería |
| title_full | Actitud hacia la matemática en estudiantes de ingeniería |
| title_fullStr | Actitud hacia la matemática en estudiantes de ingeniería |
| title_full_unstemmed | Actitud hacia la matemática en estudiantes de ingeniería |
| title_short | Actitud hacia la matemática en estudiantes de ingeniería |
| title_sort | actitud hacia la matematica en estudiantes de ingenieria |
| topic | actitud aprendizaje matemáticas autoconfianza análisis multivariante |
| url | https://www.fesc.edu.co/Revistas/OJS/index.php/mundofesc/article/view/1465 |
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