afecto en la resolución de problemas de Matemática

Abstract

Solving mathematical problems is a matter that must go beyond the traditional and decontextualized exercises that are a part of the classes that take place in many classrooms where Mathematics is taught. Such routines are usually different from the possibility of developing cognitive, metacognitive, behavioral, motivational, and affective potentialities that go in favor of the resolvers. Taking this into consideration, providing students with the necessary resources so that they can devise action plans where possible relationships between the data and the unknowns of the problem are established until the solution of the problem becomes a necessity. In this sense, this documentary research is presented, supported by a content analysis, with the objective of analyzing a series of affective aspects related to the resolution of mathematical problems, taking into account what happens before, during and after trying to solve such problems. Among the findings regarding the affective issues related to this resolution, on the part of the students, the presence of learned mathematical incompetence, aversion towards Mathematics and absence of Mathematical Resilience stands out, which forces to review, adapt, and enhance, in both cognitive and affective terms the professional knowledge that teachers who impart this subject have. Solving this problem of professional training opens the possibility of attending to particularities linked to beliefs, attitudes, motivations, determinations, and emotions that play a preponderant role when solving any mathematical problem.