Creencias epistemológicas y enfoques de aprendizaje en Matemática de los alumnos de la Secundaria Básica “Antonio Guiteras Holmes” de Cifuentes
Fecha
2014-06-26
Autores
Cabrera González, Yari
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Editor
Universidad Central "Marta Abreu" de las Villas
Resumen
Las dificultades detectadas en el aprendizaje de la Matemática tanto a nivel internacional como nacional orientan la presente investigación, con el objetivo de caracterizar la relación entre las creencias epistemológicas y los enfoques de aprendizaje en Matemática de los alumnos de la Secundaria Básica “Antonio Guiteras Holmes” de Cifuentes. La investigación se sustenta en el paradigma cuantitativo de investigación, asumiéndose un estudio descriptivo - correlacional, con diseño no experimental transaccional. La muestra seleccionada fue probabilística estratificada y quedó conformada por 275 estudiantes que cursaban 7mo, 8vo y 9no grado. Para la recogida de la información se empleó el cuestionario "Creencias epistemológicas sobre la Matemática (versión adaptada para la población de la enseñanza media cubana)” y el cuestionario "Enfoques de aprendizaje", valorado por criterios de especialistas y sometido a proceso de pilotaje. El procesamiento de los datos se realizó a través del paquete estadístico SPSS versión 21.0 y el Microsoft Excel 2010.
Los resultados obtenidos demuestran en los estudiantes una tendencia hacia creencias epistemológicas desarrolladas en las dimensiones “velocidad en la adquisición del aprendizaje", "determinantes del aprendizaje", "estructura del conocimiento" y "aplicabilidad al mundo real” y creencias ingenuas en las dimensiones "fuente del conocimiento" y "certeza del conocimiento". Se demuestra que en los enfoques de aprendizaje, tanto el superficial como el profundo son asumidos por los estudiantes con similar frecuencia; igualmente no se evidencia en la muestra estudiada relación entre Creencias epistemológicas y los Enfoques de aprendizaje.
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The difficulties encountered in the learning of mathematics both internationally and domestically oriented this investigation, with the aim of characterizing the relationship between beliefs epistemological and learning approaches of Mathematics junior high students "Antonio Guiteras Holmes" of Cifuentes. The research is based on the quantitative paradigm research, assuming descriptive – correlational experimental design with no compromise. The sample was stratified probability and was composed of 275 students who were in 7th, 8th and 9th grade. For the collection of information the questionnaire was "epistemological beliefs about Mathematics" (adapted for the population of the high school version Cuban) and questionnaire "Approaches to learning", valued by criteria of experts and brought to trial pilot. The data processing was performed using the statistical package SPSS version 21.0 and Microsoft Excel 2010. The results show a trend in students to epistemological beliefs developed in dimensions "the acquisition speed of learning" , "determinants of learning", "structure of knowledge" and "the world applicability real" and naive beliefs in the dimensions "source knowledge" and "certainty of knowledge". It shows that in the approaches to learning, both superficial and deep are made by students with similar frequency, also not evidence in the studied relationship between beliefs epistemological and learning approaches.
The difficulties encountered in the learning of mathematics both internationally and domestically oriented this investigation, with the aim of characterizing the relationship between beliefs epistemological and learning approaches of Mathematics junior high students "Antonio Guiteras Holmes" of Cifuentes. The research is based on the quantitative paradigm research, assuming descriptive – correlational experimental design with no compromise. The sample was stratified probability and was composed of 275 students who were in 7th, 8th and 9th grade. For the collection of information the questionnaire was "epistemological beliefs about Mathematics" (adapted for the population of the high school version Cuban) and questionnaire "Approaches to learning", valued by criteria of experts and brought to trial pilot. The data processing was performed using the statistical package SPSS version 21.0 and Microsoft Excel 2010. The results show a trend in students to epistemological beliefs developed in dimensions "the acquisition speed of learning" , "determinants of learning", "structure of knowledge" and "the world applicability real" and naive beliefs in the dimensions "source knowledge" and "certainty of knowledge". It shows that in the approaches to learning, both superficial and deep are made by students with similar frequency, also not evidence in the studied relationship between beliefs epistemological and learning approaches.
Descripción
Palabras clave
Teoría del Conocimiento, Matemática, Rendimiento Académico, Enseñanza Secundaria, Mathematics, Theory of knowledge, Academic Performance, Secondary education