Las dificultades de aprendizaje de las matemáticas y su influencia en el rendimiento académico

Résumé

The main objective of this thesis is to analyze the beliefs that teachers have on the Mathematics Learning Disorders (MLD). A sample of 394 teaches was selected from the total number of Primary Education teachers in the Autonomous Community of Extremadura in the 2017/2018 academic year. A non-experimental design has been carried out using a Likert scale to collect the information. The instrument was validated in its content and construct through an exploratory factor analysis. The methodology used was quantitative. The most important results obtained is that teachers think that short and long-term memory influences MLD, and on the other hand, teachers who affirm that teachers should take a master ́s degree related to MLD, also believe that it should have a specific subject in Primary Education for solving mathematical problems.