Flexible teaching and learning of mathematics in rural secondary education

Abstract

The covid-19 pandemic forced the implementation of new teaching and learning strategies, such as flexible teaching and the widespread use of digital technology. The objective of this work is to analyze the implications of flexible teaching of mathematics in the learning achievement of students in the fifth grade of secondary education, in the context of rural schools in the province of Huánuco 2021. The study is framed within a mixed approach, through a non-experimental design, with personalized monitoring of teaching-learning activities that were validated through a questionnaire of questions and evaluation applied to 36 students, interview of 5 students and 2 teachers. The results show that 72% of the students are satisfied with the flexible teaching received, and more than 67% had expected and outstanding achievement in the learning of the mathematical contents taught in a personalized way, a result that is corroborated with the answers obtained in the interview. It is concluded that flexible teaching is directly related to and has a positive influence on the mathematics learning process of students in the fifth grade of secondary school in rural areas.