UNIVERSITY STUDENTS' PERCEPTIONS ABOUT THE TEACHING OF MATHEMATICS; CRITICAL REFLECTION FROM TEACHING PRACTICE.

Abstract

This article, in the form of a scientific essay, aims to analyze university students' perceptions of mathematics teaching. It is based on teaching experience in a real-life classroom setting. Through a theoretical and documentary review, various authors were selected who currently demonstrate the aspects that influence students' understanding, attitudes, and motivation toward this science. The main problem identified is the distance or separation between the pedagogical strategies used in the classroom and students' expectations of them. Some of these methodologies are traditional and based on unrealistic or outdated contexts. On the other hand, students currently demand more contextualized methods, relevant to their current situation, and mediated by technology. Although empirical instruments were not used, the analysis is based on academic sources and the author's critical reflection. This essay proposes a critical reflection on the need to renew and adapt teaching practices based on students' appreciation, considering their experiences, perceptions, and ways of learning. The conclusions lead us to recognize and emphasize the importance of the teacher's role, as they must become a mediator in the redefinition of university mathematics learning, considering the social and cultural aspects of students and the context in which they are educated.