THE CREATION OF MATHEMATICAL PROBLEMS AND ITS CONTRIBUTION TO THE DEVELOPMENT OF COMPETENCIES: A QUANTITATIVE STUDY
DOI:
https://doi.org/10.32735/S2810-7187202400023783Keywords:
Student perceptions, Volunteer Workshops, Develpment of generic competencies, statistical analysis, significant differencesAbstract
This article analyzes the perception of university students regarding the development of generic competencies during the Volunteer Workshops for creating Mathematics problems, in comparison with the competencies acquired in traditional university education. A sample of students from various majors at a private university in Peru was used. Information was collected through surveys with a scoring scale from 1 to 10. After verifying prior criteria such as the determinant measure, the KMO index, and Bartlett's test of sphericity, a factor analysis was conducted. The results showed that participation in these Workshops is related to the development of key competencies, such as effective communication, teamwork, critical thinking, autonomous learning, and logical-mathematical reasoning, often surpassing those achieved through traditional teaching.
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