Teaching Mathematics during the confinement due to COVID-19.

Abstract

Learning mathematics has been, for some students, an impediment to the success of their academic goals; so that it has transcended and is established as an emotional and cognitive obstacle. What the student experiences, observes, believes, the way in which he perceives teaching from the teacher, and the conception of this discipline within the environment where it develops (family nucleus), directly affects how he conceives learning. The present work aims to analyze, based on the theory of cognitivism, the affective dimension and its relationship with the teaching-learning of mathematics during the confinement by COVID-19. The main results obtained show that mathematical literacy must be formed in our students so that day can develop mathematical logical thinking that will help them apply what they have learned in class in their daily lives.