Project Details
Description
This research project proposes the study of the variable "unfavorable predisposition towards the
learning of mathematics", by means of a quantitative study of a descriptive type, in the Costa Rican
student population enrolled in the official and daytime secondary school in the year 2020. The
research deals with the study of that variable according to sex, educational level and the location
zone of the school in which they are enrolled.
The "unfavorable predisposition towards the learning of mathematics" is understood as the students'
beliefs about their expectations of success or their perception of self-efficacy (Cerda et al., 2016).
The importance of this variable is highlighted by Cerda and Pérez (2015, p.191) by indicating that
the "disposition or motivation with which students face the subjects of their school environment,
especially in mathematics, can be considered a relevant variable for the learning process".
Although there are still few studies on this variable the results of some studies suggest that it allows
explanatory approaches on the success or failure in the learning process of mathematics (Cerda et
al., 2016). Furthermore, a negative correlation has been found between the unfavorable
predisposition towards mathematics and academic performance in mathematics (Cerda and Pérez,
2015).
The project is one more in the list of studies carried out at the ITCR´s Mathematics Department on
the affective domain in the learning of mathematics. It gives continuity to the ESAM, ESAPAM,
ESAUMEN, ESACEM, ESAPROM, EDOMEM and AMAPA research projects, together with the
FAM community service project; all developed with formal approval of the VIE.
learning of mathematics", by means of a quantitative study of a descriptive type, in the Costa Rican
student population enrolled in the official and daytime secondary school in the year 2020. The
research deals with the study of that variable according to sex, educational level and the location
zone of the school in which they are enrolled.
The "unfavorable predisposition towards the learning of mathematics" is understood as the students'
beliefs about their expectations of success or their perception of self-efficacy (Cerda et al., 2016).
The importance of this variable is highlighted by Cerda and Pérez (2015, p.191) by indicating that
the "disposition or motivation with which students face the subjects of their school environment,
especially in mathematics, can be considered a relevant variable for the learning process".
Although there are still few studies on this variable the results of some studies suggest that it allows
explanatory approaches on the success or failure in the learning process of mathematics (Cerda et
al., 2016). Furthermore, a negative correlation has been found between the unfavorable
predisposition towards mathematics and academic performance in mathematics (Cerda and Pérez,
2015).
The project is one more in the list of studies carried out at the ITCR´s Mathematics Department on
the affective domain in the learning of mathematics. It gives continuity to the ESAM, ESAPAM,
ESAUMEN, ESACEM, ESAPROM, EDOMEM and AMAPA research projects, together with the
FAM community service project; all developed with formal approval of the VIE.
General Objective
Estudiar el nivel de “predisposición negativa hacia la matemática” de las y los
estudiantes de la educación secundaria oficial diurna costarricense.
estudiantes de la educación secundaria oficial diurna costarricense.
Research Lines
Matemática educativa: Didáctica de la matemática, la estadística y la probabilidad, recursos didácticos,
relaciones humanas en los procesos de enseñanza-aprendizaje de la matemática, formación de docentes en
el campo de la matemática y rendimiento académico.
relaciones humanas en los procesos de enseñanza-aprendizaje de la matemática, formación de docentes en
el campo de la matemática y rendimiento académico.
| Status | Finished |
|---|---|
| Effective start/end date | 1/01/22 → 31/12/22 |
Keywords
- Mathematics
- learning
- affective domain
- unfavorable predisposition towards mathematics learning
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