Student perceptions on the teaching and learning processes of Mathematics in the eighth grade of "María Angélica Idrobo college"

Abstract

This study focuses on the perception that eighth-grade students of the "María Angélica Idrobo" Educational Unit in the city of Quito have of the teaching and learning processes of mathematics. To this end, a structured questionnaire was used directed at all eighth-grade classes, which allowed for the examination of various aspects such as the perception of learning, clarity in explanations, understanding of content, use of teaching resources, evaluation, the relationship between teachers and students, as well as overall satisfaction. A comparative analysis was conducted to detect significant differences among the teachers, whose findings reveal that, although most students appreciate their learning, concerns arise regarding the variations in the pedagogical approaches used. Classes based on the traditional model of 'expository block-observation' were considered less effective, as it was perceived that 'less was learned and less was enjoyed' compared to methodologies that are more active, contextualized, and participatory. Among the main strengths that could enhance performance and motivation are clear explanations, appropriate use of resources, formative assessment, and empathetic interpersonal relationships. The research concludes that students' perceptions are essential for providing feedback to teachers and ensuring quality in educational processes. It also emphasizes the urgent need to establish more inclusive and student-oriented pedagogical practices, optimize teacher training in the teaching of Mathematics, and promote socio-emotional competencies.