The objective of this research work is to identify the relationship between the evaluation paradigms, the evaluation of the teaching-learning process and the relationship between the types of evaluation, in students of the Professional Career of Mathematical Sciences and Informatics of the Faculty of Education of the National University of Central Peru. For this purpose, we worked on a population of 250 students distributed over five academic semesters, from which a sample of 95 students was obtained, to whom validated questionnaires and rubrics were applied. The research design was correlational. The results are significant between the paradigms and types of evaluation that are developed at the university level taking into account academic performance and its relationship with the National Basic Education Curriculum and the evaluation system of the National University of Central Peru.

El presente trabajo de investigación tiene como objetivo analizar la coordinación de los registros de representación semiótica que los estudiantes movilizan cuando representan puntos en el sistema de coordenadas polares por medio de una secuencia de actividades. En nuestra propuesta son analizadas mediante las transformaciones que realizan los estudiantes en los registros de lengua natural, gráfica, tabular, par polar y algebraico. Con este trabajo pretendemos mostrar el fundamento cognitivo de las dificultades y bondades que se presentan en el aprendizaje de puntos en coordenadas polares en los estudiantes del VI semestre 2016-II de la Carrera Profesional de Ciencias Matemáticas e Informática de la Facultad de Educación de la Universidad Nacional del Centro del Perú a través de tratamientos y conversiones. Como presupuesto teórico, se emplea la Teoría de los Registros de Rep...

The objective of this research work is to identify the relationship between the evaluation paradigms, the evaluation of the teaching-learning process and the relationship between the types of evaluation, in students of the Professional Career of Mathematical Sciences and Informatics of the Faculty of Education of the National University of Central Peru. For this purpose, we worked on a population of 250 students distributed over five academic semesters, from which a sample of 95 students was obtained, to whom validated questionnaires and rubrics were applied. The research design was correlational. The results are significant between the paradigms and types of evaluation that are developed at the university level taking into account academic performance and its relationship with the National Basic Education Curriculum and the evaluation system of the National University of Central Peru.