Las estrategias didácticas de los docentes como influencia de emociones en el aprendizaje de las matemáticas en estudiantes del curso 604 Colegio Los Alpes, Localidad San Cristobal

Abstract

An investigation was carried out to systematize a pedagogical experience of emotional education during the learning of mathematics. It was found in the problematization that children of the sixth grade of the Colegio Los Alpes- Location San Cristobal school have little knowledge about their emotions and how to face them, come from families with interpersonal conflicts and belong to a context with difficult social situations. In addition, the children showed behavioral problems in the classroom and lack of discipline during the classes. The research sought to answer the question about the relationship between emotions and the learning of mathematics. A methodology of systematization of experiences was used applying qualitative techniques such as participant observation, documentary review of the workshops carried out in the class, application of evaluative tests and interviews. The results evidenced the emergence of negative emotions during the learning process, especially when the subject is not understood and the problem can not be solved. The explanations of the mathematical problems, together with the awareness of the emotion that is being experienced, as well as the approach of the teacher to the children through the emotional world, had an impact on the academic results of the children.