Las tareas de matemáticas de los niños de educación media: experiencias de los padres de familia

Abstract

To the learning of mathematics in the basic education is common the send of homework to realize at home. This process not only reinforces the concepts learned, but that too strengthens the abilities of resolution of problems. Therefore, the accompaniment of the parents in these tasks is crucial, that can offer emotional and practical support. For that the students can generate good expectations in mathematics tasks, parents must exercise roles that benefit academic growth. However, it is not known how it is developing this role of family ́s parents. For this reason, this qualitative study seeks to analyze the experiences of parents that in front of your children's math homework in Middle Basic Education. To develop this research, 15 interviews were conducted with parents whose children attend Secondary Basic Education in the canton of Cuenca and Gualaceo. The results revealed that parents play an active but limited role in supporting the learning of mathematics; Parents recognize that they do not have the necessary mathematical competence to be able to help their children with homework, as well as characterize the experiences of accompaniment as negative due to the presence of unfavorable emotions and the lack of current mathematical knowledge.