The teaching intervention in the learning of mathematics in the northern area of the Colegio de Bachilleres del Estado de Sinaloa
Abstract
Mathematics constitutes one of the most important subjects in the high school curriculum in Mexico and at the same time it is the subject that is most complicated for students. Given this, it is necessary for the mathematics teacher to carry out interventions that can help correct these deficiencies in young people, thus being able to contribute to raising the mastery of mathematical knowledge at this educational level. The objective of this research is to describe the forms of intervention of the mathematics teacher of the Colegio de Bachilleres del Estado de Sinaloa (COBAES) in the face of students' learning difficulties, particularly in the northern area. The qualitative and descriptive research method, therefore, diary records, observation and structured interviews were carried out with the mathematics teachers, having ethnography as an analytical reference. The results indicate that the intervention of mathematics teachers is scarce, without a defined plan that can help students improve their performance in the subject, coupled with the great deficiency of prior knowledge that the students present. Therefore, the teacher must do double duty, teaching basic arithmetic knowledge and continuing with the study program. According to this research, the resource most used by teachers is to rely on peer tutors and in this way help students who are lagging in mathematics.
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