Creencias que obstaculizan el aprendizaje de las matemáticas y sus efectos neurocognitivos

Abstract

PROBLEM: what factors motivate emotions that make it difficult for students to study mathematics? OBJECTIVE: to identify the beliefs that hinder the learning of mathematics and their neurocognitive effects. METHOD: descriptive, retrospective and cross-sectional study on the beliefs that hinder the learning of mathematics and its neurocognitive effects. RESULTS: 71% indicate having the intention to learn mathematics, 52% indicate having the ability to study mathematics, 41% indicate that the problem of studying mathematics is related to the teaching method, 78% affirm the importance of contextualizing mathematical content, 70% the study of mathematics is motivating. CONCLUSION: beliefs are related to interest, emotion, ability, preferences, and expectations for learning mathematics. The neurocognitive effects of beliefs are connected to perception, analysis, expression of ideas, perception, evaluation, synthesis. Beliefs can enhance or limit interest in learning. The teaching methods used by the professional are of great importance for the construction of knowledge. Advances in neuroscience applied to education have facilitated access to knowledge of the brain and processes that take place in it: brain plasticity, the causes and effects of fear, cognitive development, motivating factors for learning, memory, emotions, neurogenesis, among others.