Resumen

TORRICO, Hernán Chávez. Emotional mathematics as a teaching strategy to improve the mathematics learning process in the first year of the Economics Program at the UMSA. Edu. Sup. Rev. Cient. Cepies [online]. 2024, vol.11, n.1, pp.35-46. ISSN 2518-8283.  https://doi.org/10.53287/kywu4179qi18j.

This research examines a teaching strategy called emotional mathematics and how it affects the learning of first-year Economics students. This strategy can be expan- ded to other academic units that belong to the Faculty of Economic and Financial Sciences. The objective of the research is to analyze the theoretical references of emotional mathematics and its impact on the quantitative understanding of the cu- rricular contents and learning objectives of the subject, in order to determine if the emotions, affectivity and feelings, which correspond To the psychological dimen- sion, they have a significant and determining impact on learning and the effects that derive from it.

Teachers in general, especially those who work with young men and women in hi- gher education, are aware that affectivity, feelings, emotions, sensations and per- ceptions play an important role in the mathematics learning process. This is because this subject is preceded by a type of logical reasoning that uses numbers, formulas, theorems, axioms, symbols and other quantitative characteristics. In this unders- tanding, emotions and affectivity have a significant impact on the construction of knowledge (learning), and it is important that teachers and the university communi- ty as a whole know about it.

Palabras clave : Emotional mathematics; learning objectives; teaching-learning process; emotions; affectivity; feelings.

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