Resumo

PAREDES SOLANO, Zoraida; IGLESIAS INOJOSA, Martha  e  ORTIZ BUITRAGO, José. An approach to algebra academic repetition causes: Teacher´s view. Paradígma [online]. 2015, vol.36, n.1, pp.217-240. ISSN 1011-2251.

A research was carried out which main purpose was determining the algebra academic repetition possible causes. The study of reachable explicative was developed by mathematics specialized teachers from UPEL MARACAY, who have worked on algebra field and whom were applied a questionnaire form and subsequently, a deeper interview was made to two of them. It was analysed putting into practice the procedures proposed by Glasser and Strauss (1967), to create categories. From the questionnaire analysis was discovered that teachers point out one of the related causes to the high failed students rate, that is, the acceptance of poor mathematics knowledge students, besides the lack of motivation towards algebra studies; thus, from the interview analysis two categories raised: a) The pedagogical processes that influence on preparation and the Algebra teachers' performance that affect the students academic achievement. b)The direct causes associated to the low academic achievement, which consists of first of all a specific situation is developed that brings as a consequence a low academic achievement.

Palavras-chave : academic achievement; algebra teaching and learning; cognitive and affective aspects.

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