Barreras cognitivas en el aprendizaje de las matemáticas en estudiantes de la I.E. N° 60276 Eugenio Rivera López, Islandia 2024

• Autor: Arirama Tapullima, Carmen Rosa
• Formato: tesis de grado
• Fecha de Publicación: 2025
• Institución: Universidad Nacional De La Amazonía Peruana
• Repositorio: UNAPIquitos-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.unapiquitos.edu.pe:20.500.12737/11855
• Enlace del recurso: https://hdl.handle.net/20.500.12737/11855
• Nivel de acceso: acceso abierto
• Materia: Dificultad en el aprendizaje; Matemáticas; Estudiante de secundaria; Escuelas rurales; https://purl.org/pe-repo/ocde/ford#5.03.01

A study was conducted with the general objective of describing the cognitive barriers in mathematics learning among students of I.E. N°60276 Eugenio Rivera López Islandia during the year 2024. From a methodological perspective, a descriptive type was adopted, with a field, univariate, and transversal design. The population and sample consisted of 339 students. For data collection, a survey technique was employed, and a questionnaire was validated through expert review in the field. The results obtained allowed for the identification of significant cognitive barriers in mathematics learning. More than 65% of the students experienced cognitive barriers at an average level, highlighting the urgent need for interventions to mitigate these obstacles. Among the most significant difficulties are issues with abstract concepts, logical reasoning, solving mathematical problems, memory, and attention. These findings emphasize the importance of developing and applying specific pedagogical strategies that address these cognitive barriers to improve students' mathematical comprehension and performance.