Factors that affect the Teaching and Learning of the Number Theory component in students of the Educational Mathematics and Computing career, UNAN-León, 2021

Abstract

The study is presented with a paradigm of methodological dimension, under a quantitative approach and a correlational method, with a sample of  students (regular modality and by meetings) of the fourth and fifth year of the Educational Mathematics and Computing career at UNAN-León. using an instrument whose reliability was evaluated, a Cronbach's alpha of  was obtained and which allows measuring the relationship and comparison between gender, modality, methodology implemented by the teacher with the level of difficulty, according to the opinions of the students at the have completed the Number Theory component. The most relevant results indicate that the greatest difficulty is in the second unit (Diophantine Equations and Continuous Fractions), the modality influences the level of difficulty presented by the students, the materials used (with respect to their effectiveness) by the teacher are not related to the difficulties and the methodology implemented by the teacher has a low influence with respect to the level of difficulty.