La ausencia de interés e identidad por el estudio de las matemáticas como asignatura, para el desarrollo de competencias enfocadas al cumplimiento de los estándares académicos de grado undécimo

Abstract

This thesis focused on identifying levels of interest and identity towards mathematics taken from the student as an individual or its analysis from cooperative groups, implementing technological mediation for the optimization of time, space, and resources. In the first phase of the research, criteria of interest were identified and argued through the perception of identity of the individual in socio-temporal spaces and intrinsic character, which gave account of the different perceptions before the study of mathematics. In the second phase, the need to implement mediating strategies, specifically the implementation of ICT to mediate the teaching and learning of mathematics, was supported. To gather information, surveys on interest, identity, and the use of technology as a mediator were applied in three educational institutions, a rural one in the municipality of Arbeláez Cundinamarca, with 29 participating students; an urban one in the city of Bogotá, with 60 students, and one considered mixed in a Military College located in the municipality of Soacha, with 27 students. To guarantee the reliability of the instrument used, a Likert scale was applied, and the Cronbach's Alpha coefficient was calculated, as a tool to guarantee the reliability of the instrument applied, which allowed, a survey that made it possible to define technological support as significant in the learning processes, thanks to the fact that it supports the implementation of thematic development strategies of an autonomous nature and cooperative work. Keywords: Interest, identity, technology, mathematics, learning, pedagogy, autonomous work, cooperative work, characterization.