¿Qué, cómo y para qué leen los futuros docentes de Matemática y Física?

Abstract

This research analyzes the reading habits of university students enrolled in the Experimental Sciences Teaching program at the University of Cuenca, using a mixed-methods approach that combines quantitative and qualitative techniques. The study explores variables such as reading frequency and duration, types of materials read, reading preferences, motivation, attitudes, resource accessibility, and environmental influence. Data were collected through a questionnaire administered to 222 students and a focus group interview with a selected group. The results show a predominantly academic reading practice, limited leisure reading, and a strong influence of the educational and family context. It is concluded that although students recognize the importance of reading, their habits are conditioned by academic demands and access limitations. The discussion is framed within a sociocultural perspective on reading, which views this practice as a situated construction mediated by social, institutional, and personal factors.