Percepciones de docentes y estudiantes sobre el proceso de enseñanza- aprendizaje de la geometría

Abstract

The results of the PISA-D (PISA for Development) assessment and the Ser Estudiante test show poor performance in mathematics, particularly in the geometry and measurement thematic group. The objective of this research was to determine the perceptions of teachers and students in the Experimental Science Education career of the National University of Education about the teaching-learning process Geometry at the high school level, in order to create a reference framework to guide future interventions to improve this process. The study adopted a qualitative, descriptive approach and used techniques such as interviews, focus group and data triangulation. The results highlighted the importance of learning geometry in the integral training of students, as well as the main challenges they face in the educational process. In conclusion, the implementation of active methodologies, the use of relevant teaching materials, the linking of curricular contents with real situations, The diversification of assessment techniques and appropriate pedagogical planning could contribute significantly to improving student performance in this thematic group.