EMOTIONAL AND PEDAGOGICAL FACTORS THAT HINDER MATHEMATICS LEARNING IN ENGINEERING STUDENTS

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AudienciaPúblico en generales_ES
CoberturaMéxicoes_ES
Fecha de ingreso2026-10-05T16:32:32Z
Fecha de publicación2026-01-01
ResumenThis study aimed to identify and analyze the emotional, pedagogical, and contextual factors that hindered mathematics learning among engineering students, in order to propose didactic strategies that could help improve academic performance. The research was conducted using a mixed-methods approach at the Unidad Acad \& eacute;mica Multidisciplinaria Mante, through interviews with students who had experienced difficulties passing mathematics courses and the application of a structured questionnaire validated by experts. The results revealed that the main obstacles included exam-related anxiety, lack of study habits, internal and external distractions during learning, and students' perception of insufficient clarity in teaching. Additionally, difficulties were documented in establishing connections between mathematical content and practical engineering situations, which generated demotivation and insecurity. Perceptions of limited pedagogical support, scarce feedback, and the underuse of innovative teaching strategies also contributed to reinforcing barriers in the learning process. It was concluded that mathematical performance was affected by a combination of emotional, cognitive, and methodological factors that influenced attention, comprehension, and students' willingness to study. Among the recommendations were the redesign of teaching strategies focused on developing mathematical thinking, the promotion of tutoring, and the strengthening of intrinsic motivation. The study provided a contextualized and relevant perspective on the causes of low performance in mathematics, offering valuable insights for transforming mathematics education in engineering programs.es_ES
URIhttps://riuat.uat.edu.mx/handle/123456789/4367
Idiomaeses_ES
EditorialUNIV CIENFUEGOSes_ES
RelaciónRevista Conradoes_ES
DerechosAcceso restringido / Suscripción (Metadatos de producción científica)es_ES
Licenciahttp://purl.org/coar/access_right/c_16eces_ES
FuenteRevista Conrado
Palabra claveHigher Educationes_ES
Palabra claveMathematics Educationes_ES
Palabra claveMathematics Learninges_ES
Palabra claveEducational Psychologyes_ES
TítuloEMOTIONAL AND PEDAGOGICAL FACTORS THAT HINDER MATHEMATICS LEARNING IN ENGINEERING STUDENTSes_ES
TipoArtículoes_ES
ArbitradoHa sido Arbitradoes_ES
AutorTello, Karen Alejandra Serna
AutorMendoza, Alejandro Miguel Rosas
AutorPina, Daniel Lopez
AutorTello, Karen Alejandra Sernaes_ES
AutorMendoza, Alejandro Miguel Rosases_ES
AutorPina, Daniel Lopezes_ES
InstituciónUniversidad Autónoma de Tamaulipas
InstituciónUniversidad Autónoma de Tamaulipases_ES
Número111es_ES
Tipo de artículoIndexado
Tipo de artículoIndexadoes_ES
Volumen22es_ES

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