Attitudes towards mathematics in Honduran students

Authors

DOI:

https://doi.org/10.5377/recsp.v4i1.12095

Keywords:

Attitudes, Affective Domain, Gender, Mathematics, COVID-19

Abstract

This research has analyzed the attitudes towards mathematics of students of Basic and Secondary Education in Honduras. This is a quantitative research based on an Ex Post Facto design, where a scale of attitude towards mathematics was provided to 597 students. The main results show statistically significant differences between the demographic variables in relation to the perception factor of mathematical incompetence. In addition, when analyzing each of the factors, it has been found in a general way that students have a positive attitude towards mathematics in the factors perception of mathematical incompetence, perception of usefulness and mathematical self-concept, on the contrary, with the factor taste for mathematics in which a negative attitude has been observed in this regard. It is concluded that students from urban areas have better attitudes than students from rural areas, this is due to access to services and technological skills of urban students in times of COVI-19.

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Author Biographies

Daniel Enrique Pineda-Ramírez, Instituto Tecnológico en Administración de Empresas, Honduras

Licenciado en Matemáticas, Profesor de Matemáticas del Instituto Tecnológico en Administración de Empresas, Honduras

Sayda Patricia Palma-Martínez, Instituto José Antonio Ochoa, Honduras

Licenciada en Matemáticas, Profesora de Matemáticas del Instituto José Antonio Ochoa, Honduras

Carlos Roberto Pérez-Dubón, Universidad Tecnológica Centroamericana, Honduras

Ingeniero en Sistemas Computacionales. Profesor de la Universidad Tecnológica Centroamericana, Honduras.

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Published

2021-06-30

How to Cite

Pineda-Ramírez, D. E. ., Palma-Martínez, S. P., & Pérez-Dubón, C. R. . (2021). Attitudes towards mathematics in Honduran students. Revista Electrónica De Conocimientos, Saberes Y Prácticas, 4(1), 55–69. https://doi.org/10.5377/recsp.v4i1.12095

Issue

Vol. 4 No. 1 (2021)

Section

Educational Research

License

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