EMOTIONAL INTELLIGENCE AND THE BELIEF SYSTEM IN THE LEARNING OF MATHEMATICS

Detalhes bibliográficos
Autor(a) principal: Lasso, María Esther Mejía
Data de Publicação: 2022
Tipo de documento: preprint
Idioma: spa
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/4069
Resumo: The school must constitute a space for participation and integration where emotions occupy a significant place and their influence facilitates the effectiveness of any activity. However, in studying mathematics, students experience positive or negative emotions provoked by teachers and classmates. This research identified the levels of emotional intelligence that high school students have and their belief system in learning mathematics. A quantitative methodology was used, supported by descriptive field research. The sample consisted of 157 First-Year Unified General Baccalaureate BGU students from the Santo Tomás Apóstol Educational Unit. A considerable percentage of students showed weaknesses in terms of their perceived emotional intelligence; consequently, insufficient mastery of their emotional skills, so that they must improve their attention, clarity, and emotional repair. Likewise, in relation to the belief system, a change in teaching actions is considered urgent so as to encourage students to like mathematics through new methodologies that address the emotional, social, and cognitive components of their daily work.
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spelling EMOTIONAL INTELLIGENCE AND THE BELIEF SYSTEM IN THE LEARNING OF MATHEMATICSLA INTELIGENCIA EMOCIONAL Y EL SISTEMA DE CREENCIAS EN EL APRENDIZAJE DE LA MATEMÁTICAINTELIGÊNCIA EMOCIONAL E O SISTEMA DE CRENÇAS NA APRENDIZAGEM DA MATEMÁTICAInteligência emocionalsistema de crençasaprendizagemmatemáticaEmotional intelligencebeliev systemlearningmathematicsInteligencia emocionalsistema de creenciasaprendizajematemáticaThe school must constitute a space for participation and integration where emotions occupy a significant place and their influence facilitates the effectiveness of any activity. However, in studying mathematics, students experience positive or negative emotions provoked by teachers and classmates. This research identified the levels of emotional intelligence that high school students have and their belief system in learning mathematics. A quantitative methodology was used, supported by descriptive field research. The sample consisted of 157 First-Year Unified General Baccalaureate BGU students from the Santo Tomás Apóstol Educational Unit. A considerable percentage of students showed weaknesses in terms of their perceived emotional intelligence; consequently, insufficient mastery of their emotional skills, so that they must improve their attention, clarity, and emotional repair. Likewise, in relation to the belief system, a change in teaching actions is considered urgent so as to encourage students to like mathematics through new methodologies that address the emotional, social, and cognitive components of their daily work.La escuela debe constituir un espacio de participación e integración donde las emociones ocupen un lugar significativo y su influencia facilite la efectividad de cualquier actividad; sin embargo, al estudiar matemática los estudiantes experimentan emociones positivas o negativas originadas por docentes y compañeros. La investigación identificó los niveles de inteligencia emocional que poseen los estudiantes de bachillerato y su sistema de creencias en el aprendizaje de la matemática. Se asumió una metodología cuantitativa, sustentada en una investigación de campo de carácter descriptivo. La muestra estuvo conformada por 157 estudiantes de Primer Año BGU de la Unidad Educativa Santo Tomás Apóstol. Un porcentaje considerable de estudiantes mostró debilidades en cuanto a su inteligencia emocional percibida, y, por lo tanto, insuficiente dominio de sus habilidades emocionales, por lo que deben mejorar su atención, claridad y reparación emocional. Asimismo, en relación con el sistema de creencias se considera urgente un cambio en el accionar docente, para fomentar en los estudiantes el gusto por la matemática a través de nuevas metodologías que atiendan los componentes emocional, social y cognitivo de su quehacer diario.A escola deve constituir um espaço de participação e integração onde as emoções ocupem um lugar significativo e a sua influência facilite a eficácia de qualquer atividade; no entanto, ao estudar matemática, os alunos vivenciam emoções positivas ou negativas causadas por professores e colegas. A pesquisa identificou os níveis de inteligência emocional que os alunos do ensino médio têm e seu sistema de crenças na aprendizagem da matemática. Utilizou-se metodologia quantitativa, apoiada em pesquisa descritiva de campo. A amostra foi composta por 157 alunos do 1º ano do BGU da Unidade Educativa Santo Tomás Apóstol. Uma porcentagem considerável de alunos mostrou fraquezas em termos de inteligência emocional percebida e, portanto, domínio insuficiente de suas habilidades emocionais, portanto, devem melhorar sua atenção, clareza e reparo emocional. Da mesma forma, em relação ao sistema de crenças, considera-se urgente uma mudança nas ações de ensino, para estimular os alunos a gostarem da matemática por meio de novas metodologias que abordem os componentes emocionais, sociais e cognitivos do seu cotidiano de trabalho.SciELO PreprintsSciELO PreprintsSciELO Preprints2022-05-05info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/406910.1590/SciELOPreprints.4069spahttps://preprints.scielo.org/index.php/scielo/article/view/4069/7681Copyright (c) 2022 María Esther Mejía Lassohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLasso, María Esther Mejíareponame:SciELO Preprintsinstname:SciELOinstacron:SCI2022-05-04T20:39:44Zoai:ops.preprints.scielo.org:preprint/4069Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2022-05-04T20:39:44SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv EMOTIONAL INTELLIGENCE AND THE BELIEF SYSTEM IN THE LEARNING OF MATHEMATICS
LA INTELIGENCIA EMOCIONAL Y EL SISTEMA DE CREENCIAS EN EL APRENDIZAJE DE LA MATEMÁTICA
INTELIGÊNCIA EMOCIONAL E O SISTEMA DE CRENÇAS NA APRENDIZAGEM DA MATEMÁTICA
title EMOTIONAL INTELLIGENCE AND THE BELIEF SYSTEM IN THE LEARNING OF MATHEMATICS
spellingShingle EMOTIONAL INTELLIGENCE AND THE BELIEF SYSTEM IN THE LEARNING OF MATHEMATICS
Lasso, María Esther Mejía
Inteligência emocional
sistema de crenças
aprendizagem
matemática
Emotional intelligence
believ system
learning
mathematics
Inteligencia emocional
sistema de creencias
aprendizaje
matemática
title_short EMOTIONAL INTELLIGENCE AND THE BELIEF SYSTEM IN THE LEARNING OF MATHEMATICS
title_full EMOTIONAL INTELLIGENCE AND THE BELIEF SYSTEM IN THE LEARNING OF MATHEMATICS
title_fullStr EMOTIONAL INTELLIGENCE AND THE BELIEF SYSTEM IN THE LEARNING OF MATHEMATICS
title_full_unstemmed EMOTIONAL INTELLIGENCE AND THE BELIEF SYSTEM IN THE LEARNING OF MATHEMATICS
title_sort EMOTIONAL INTELLIGENCE AND THE BELIEF SYSTEM IN THE LEARNING OF MATHEMATICS
author Lasso, María Esther Mejía
author_facet Lasso, María Esther Mejía
author_role author
dc.contributor.author.fl_str_mv Lasso, María Esther Mejía
dc.subject.por.fl_str_mv Inteligência emocional
sistema de crenças
aprendizagem
matemática
Emotional intelligence
believ system
learning
mathematics
Inteligencia emocional
sistema de creencias
aprendizaje
matemática
topic Inteligência emocional
sistema de crenças
aprendizagem
matemática
Emotional intelligence
believ system
learning
mathematics
Inteligencia emocional
sistema de creencias
aprendizaje
matemática
description The school must constitute a space for participation and integration where emotions occupy a significant place and their influence facilitates the effectiveness of any activity. However, in studying mathematics, students experience positive or negative emotions provoked by teachers and classmates. This research identified the levels of emotional intelligence that high school students have and their belief system in learning mathematics. A quantitative methodology was used, supported by descriptive field research. The sample consisted of 157 First-Year Unified General Baccalaureate BGU students from the Santo Tomás Apóstol Educational Unit. A considerable percentage of students showed weaknesses in terms of their perceived emotional intelligence; consequently, insufficient mastery of their emotional skills, so that they must improve their attention, clarity, and emotional repair. Likewise, in relation to the belief system, a change in teaching actions is considered urgent so as to encourage students to like mathematics through new methodologies that address the emotional, social, and cognitive components of their daily work.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/4069
10.1590/SciELOPreprints.4069
url https://preprints.scielo.org/index.php/scielo/preprint/view/4069
identifier_str_mv 10.1590/SciELOPreprints.4069
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/4069/7681
dc.rights.driver.fl_str_mv Copyright (c) 2022 María Esther Mejía Lasso
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 María Esther Mejía Lasso
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:SciELO
instacron:SCI
instname_str SciELO
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - SciELO
repository.mail.fl_str_mv scielo.submission@scielo.org
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