Relación entre los estilos de aprendizaje, el rendimiento en matemáticas y la elección de asignaturas optativas en alumnos de E.S.O. [Analysis of the relation between the learning styles, the performance in maths and the election of optional subjects in Secondary School]

dc.creator	Ricardo Luengo González
dc.creator	José Juan González Gómez
dc.date	2005-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:25:09Z
dc.date.available	2015-07-20T22:25:09Z
dc.identifier	1134-4032
dc.identifier	https://doaj.org/article/b3e3122bec4c4b9d8ca640054976afe1
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21351
dc.description	This article summarizes a quasi-experimental investigation conducted in Secondary School with two distinct objectives: establishing the possible relationship between a student’s learning style (from Honey-Alonso’s perspective) and performance in math; and critically analyzing whether the selection process of optional courses in Compulsory Secondary School is based on objective, fair, and appropriate information about the student. The studied sample showed that there are significant relationships between the middle-high math performance level and an emphasis on reflexive and theoretical areas of study. It has also been found that the students in each optional course conform to a homogeneous subgroup with respect to the students’ performance and learning styles. El presente artículo resume una investigación cuasi-experimental realizada en Educación Secundaria, con dos objetivos bien diferenciados: establecer la posible relación entre las predominancias de los estilos de aprendizaje del alumno (desde la perspectiva de Honey-Alonso) y el rendimiento en Matemáticas; analizar, de manera crítica, si el proceso orientador en la elección del espacio de optatividad en la E.S.O. se basa en una información objetiva y apropiada para el alumno. Se concluye que, en la muestra estudiada, existen relaciones significativas entre el rendimiento medio-alto en Matemáticas con una mayor predominancia en las áreas estilísticas teórica y reflexiva. Se confirma también que el alumnado de cada asignatura optativa conforma un subgrupo homogéneo en cuanto al rendimiento y los estilos de aprendizaje.
dc.language	Spanish
dc.language	English
dc.publisher	The Department of Methods of Research and Diagnostic in Education (M.I.D.E.) of the University of Va
dc.relation	http://www.uv.es/RELIEVE/v11n2/RELIEVEv11n2_4.htm
dc.relation	https://doaj.org/toc/1134-4032
dc.source	Revista Electrónica de Investigación y Evaluación Educativa, Vol 11, Iss 2 (2005)
dc.subject	Learning Styles
dc.subject	Performance
dc.subject	Mathematics
dc.subject	Orientation
dc.subject	Optional Subject
dc.subject	Compulsory Secondary Education
dc.subject	Learning Strategy
dc.subject	Evaluation
dc.subject	Cognitive processes
dc.subject	Learning Laws
dc.subject	Pedagogics
dc.subject	Educational Methods.
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Relación entre los estilos de aprendizaje, el rendimiento en matemáticas y la elección de asignaturas optativas en alumnos de E.S.O. [Analysis of the relation between the learning styles, the performance in maths and the election of optional subjects in Secondary School]
dc.type	article