Neuromitos y su influencia en la enseñanza-aprendizaje de la matemática

Abstract

Abstract: Neuromyths are linked to beliefs that relate the functioning of the brain and education, based mainly on unsubstantiated scientific analysis and misinterpretations of certain findings. These premises have become embedded in the knowledge of educational communities and create concern for believing that they are true. The present research aims to determine their adherence in students and teachers of the city of Loja-Ecuador, for this a sample of 119 people is taken to whom a version adapted to mathematics was applied, of the questionnaire by Dekker et al. (2012). For these 12 neuromyths, their attachment is determined using the Likert scale. The results show that students and teachers show large-scale attachment to these neuromyths. Using the t-student test for a sample, it is determined that 4 of them are the most related to them. Its lack of support is concluded with the scientific literary analysis and some measures are proposed to reduce its presence in the educational field and to improve the teaching-learning process of mathematics.