Mathematics Teaching-Learning Methodology and Its Impact on Academic Performance

Abstract

Mathematical logical thinking is essential for the development of cognitive constructs of complexity, where the symbolic and abstract take shape, hence the importance of teaching-learning of mathematics, however the strategies in the educational process are not always diverse. which may have an impact on academic performance. Objectives: identify the main methodological elements of teaching-learning mathematics and their relationship with academic performance. Methodology: the research was developed based on a quantitative, non-experimental and descriptive approach. An instrument designed with 12 questions was used, whose Cronbach's Alpha validity was .890, indicating internal consistency. The sample was 383 teachers from public and private educational entities, characterized by not having normality with a value of p .000. Results: The type of classes in public and private educational institutions is generally synthetic-analytical libraries, the institutional guide text and sources from institutional are used as guide materials, in addition, educators reinforce memory and understanding in students to enhance learning significantly, they implement problem solving and presentations, and evaluating through tests and projects. Conclusions: the mathematics teaching-learning methodology that the educators of the Sierra regime apply implies a synthetic-analytical modality, in addition, strategies are used that vary according to the type of educational entity.