Estilos y competencias de aprendizaje en el programa de estudios: ciencias matemáticas e informática de la facultad de educación

Abstract

The study analyzed the relationship between learning styles and mathematical competencies in 210 students in the Mathematics and Computer Science Program at UNCP, using a correlational design and statistical analysis. The correlations between styles and competencies were low (r between -0.0365 and 0.0466), showing not a very significant relation. Although the concrete style predominated (M=4.21), the most developed competencies were ethical values (M=3.87) and academic autonomy (M=3.73), while problem solving obtained the lowest average (M=3.08). It was concluded that learning styles do not determine mathematical performance, and that academic success is more linked to active methodologies such as problem-based learning and the use of technologies. The study recommends rethinking pedagogical practices, prioritizing comprehensive, collaborative, and competency-oriented teaching approaches over exclusive adaptation to individual styles.