Variational thinking in the academic performance of High School students

Abstract

The research was based on inquiring about the knowledge acquired in variational thinking and its relationship with the academic performance of Higher Basic students of the Private Educational Unit "El Oasis" of the Chone canton in the period 2021-2022. The results of the research developed through a structured base test are shown, as a way of schematizing the educational reality in mathematical thinking in its various forms. The problem of the teaching-learning process of variational thinking presents various deficiencies that lead to poor academic performance. A categorization of topics on knowledge achieved in the block of algebra and mathematical functions was developed. The objective was to determine variational thinking in the academic performance of students regarding algebraic learning and functions. Qualitative, quantitative, and bibliographic analysis was applied; in addition to the inductive-deductive and analytical-synthetic method. The applied technique was a structured base test to perform the analysis and interpretation of the results obtained from the students, on the knowledge of the variational thought of the upper basic.