LEARNING STYLES OF STUDENTS IN THE PREMEDIA STAGE AND ACADEMIC PERFORMANCE OF THE TEACHERS IN THE COURSE OF MATHEMATICS

Abstract

The man, is a being whose knowledge and means of action, have been developed in an overreaching way, to the point that the limit of the possible becomes indefinitely advanced. In this sense, postmodern man begins to be effectively capable, active and realistic through knowledge and the transforming praxis of reality; On the one hand, it learns, knows, understands and analyzes the world, and on the other hand, it arranges and makes use of techniques in correspondence with the very reality of the historical moment that is lived. Starting from the previous assumption, he makes man an active being and owner of his destiny, establishing through his knowledge, an active relation between subject and object, in which the theoretical systems are enriched and change in their contact with reality. Within this event, the final response is the teacher's praxis within the classroom, which is in itself the criterion of validity and source of knowledge. In this sense, the teacher within the educational institution must set as a goal the creation of an adequate environment for the development of human potential, in other words it is he who humanizes the educational process for the effective achievement of educational objectives being a support in the development of the qualities of the students. Therefore the present article analyzes the problematic related to learning styles, of Premedia students, specifically seventh, ninth and tenth grade of educational institutions Gatuncillo Educational Center, Bolívar Commercial Institute, El Higo Educational Center, La Santa Family School, First Tocumen Cycle, School the Good Shepherd, from the vision of the teachers and the application of the tests: Model of VAK Bandler and Grinder, Herrmann Brain Dominance. It is a research development work in the classroom, which triangulates the results of the processes observed through the age, sex, grade and SWOT of the educational institution, the findings reveal that teachers to identify the learning styles of their students, manage to establish didactic, formative and learning strategies to raise the academic quality of their students. At the same time manage the programmatic content according to the learning needs and the characteristics of the learner.