Valoración del estudiantado universitario sobre las competencias matemáticas para la resolución de problemas
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2018-06-30
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Universidad de las Regiones Autónomas de la Costa Caribe Nicaragüense
Resumen
Esta investigación ha evaluado las competencias matemáticas para la resolución de problemas del estudiantado universitario. Fue un estudio cuantitativo desde un diseño descriptivo donde se suministró un cuestionario sobre las competencias matemáticas para la resolución de problema a 876 hombres y mujeres estudiantes de la Universidad de las Regiones Autónomas de la Costa Caribe Nicaragüense (URACCAN). Los resultados confirmaron que las competencias matemáticas para la resolución de problemas se asocian con los procesos matemáticos de pensar y razonar, argumentar y justificar, comunicar, representar, modelar, plantear y resolver problemas; se ha observado que tanto los hombres y las mujeres tienen la misma capacidad para resolver problemas matemáticos; las diferencias estadísticamente significativas están en relación con la variable étnica a favor del pueblo miskitu, seguidamente de los creoles y mestizos, y con menores diferencias los mayangnas. Se concluye a través de este estudio, que las competencias matemáticas para la resolución de problemas pueden contribuir en el aprendizaje del estudiantado y en la práctica docente del profesorado en la enseñanza universitaria.
This research has evaluated the mathematical competences for problem solving of university students. It was a quantitative study from a descriptive design where a questionnaire was supplied on the mathematical competences for problem solving to 876 male and female students of the University of the Autonomous Regions of the Nicaraguan Caribbean Coast (URACCAN). The results confirmed that mathematical competences for solving problems are associated with the mathematical processes of thinking and reasoning, arguing and justifying, communicating, representing, modeling, posing and solving problems; It has been observed that both men and women have the same ability to solve mathematical problems; the statistically sig- nificant differences are related to the ethnic variable in favor of the Miskitu people, followed by the Creoles and mestizos, and with minor differences the Mayangnas. It is concluded through this study, that the mathematical competences for the resolution of problems can contribute in the students learning and in the teaching practice of professors in higher education.
This research has evaluated the mathematical competences for problem solving of university students. It was a quantitative study from a descriptive design where a questionnaire was supplied on the mathematical competences for problem solving to 876 male and female students of the University of the Autonomous Regions of the Nicaraguan Caribbean Coast (URACCAN). The results confirmed that mathematical competences for solving problems are associated with the mathematical processes of thinking and reasoning, arguing and justifying, communicating, representing, modeling, posing and solving problems; It has been observed that both men and women have the same ability to solve mathematical problems; the statistically sig- nificant differences are related to the ethnic variable in favor of the Miskitu people, followed by the Creoles and mestizos, and with minor differences the Mayangnas. It is concluded through this study, that the mathematical competences for the resolution of problems can contribute in the students learning and in the teaching practice of professors in higher education.
Palabras clave
Competencia matemática
Resolución de problema
Procesos matemáticos
Género
Etnia
Mathematic competence
Problem solving
Mathematic processes
Gender
Ethnicity
Resolución de problema
Procesos matemáticos
Género
Etnia
Mathematic competence
Problem solving
Mathematic processes
Gender
Ethnicity
Descripción
Materias
Cita
Flores López, W. O., & Auzmendi, E. (2018). Valoración del estudiantado universitario sobre las competencias matemáticas para la resolución de problemas. Ciencia e Interculturalidad: revista para el diálogo intercientífico e intercultural, 22(1), 29-46. https://doi.org/10.5377/RCI.V22I1.6549