El impacto del sistema de creencias en los estudiantes de economía de la Universidad Estatal Amazónica: percepciones y actitudes
DOI:
https://doi.org/10.33936/ecasinergia.v16i2.6985Resumen
El artículo explora la influencia de las creencias matemáticas en los estudiantes de primer año de economía de la Universidad Estatal Amazónica, utilizando un enfoque cuantitativo y un diseño no experimental correlacional aplicado a una muestra de 276 estudiantes. Los datos recolectados mediante un cuestionario estructurado permitieron realizar un análisis factorial exploratorio, identificando cinco factores claves relacionados con las creencias y actitudes hacia la matemática. Los hallazgos destacan el papel crítico del apoyo docente y la autoeficacia en la configuración de actitudes positivas, lo cual impacta directamente en el rendimiento académico y la motivación. Además, el estudio subraya la necesidad de desarrollar intervenciones pedagógicas que no solo refuercen el apoyo emocional, sino que también promueven enfoques innovadores, alejados de la memorización. Aunque las limitaciones metodológicas, como el muestreo por conveniencia, restringen la generalización de los resultados, el estudio aporta valiosos conocimientos al campo de la educación matemática.
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Derechos de autor 2025 Eberto Tuniesky Gutierrez De León, Leobel Morell Pérez, Liset Cancio Rodríguez , Eberto Pablo Gutiérrez Morales
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
