ENSAYO DE OPINION SOBRE LA MATEMÁTICA EN LOS EDUCANDOS DE SECUANDARIA DEL PERÚ

1. LEARNING OF MATHEMATICS AT SECONDARY LEVEL IN PERU
The learning of mathematics in secondary education students from public
institutions has been experiencing a profound decline for decades that has
influenced, is influencing and will influence the formation of adolescents, young
people and incompetent citizens; if something is not done about it. This is mainly
due to several factors such as the lack of commitment of educational actors, poor
pedagogy and above all to the undifferentiated application of the contents.
Lack of commitment from educational actors
The incompetence of many teachers, added to the demotivation of the students
and the lack of commitment of the parents; they have caused education as a whole
to have had a significant setback in its quality and usefulness. Since it is common
to see that many teachers do not know very well the content they will share, much
less the correct preparation of the learning sessions and the application of didactic
strategies according to the needs of the students and the current circumstances. On
the other hand, the majority of students feel frustrated and restless due to the
psycho-emotional changes of adolescence, which, added to the low level of learning
that they carry from previous grades, make their studies stop being productive and
therefore they show boring On the other hand, despite the fact that parents provide
an academic education to their children with the aim that them overcoming and be
better than their parents; many of them do not do it in a conscientious and correct
way; They believe that educating is just putting them in school and giving them for
their expenses, and they forget that children need a family atmosphere at home and
a lot of support. Therefore, as the cognitive process requires a lot of motivation,
commitment and considerable psycho-emotional effort, this will only be achieved if
the three main actors (teachers, students and parents) work together, in parallel and
in the same direction.
Poor pedagogy
Many subject areas are not being planned, updated, analyzed, developed or
evaluated properly; Therefore, the objectives set by MINEDU become increasingly
distant and unattainable. In addition, the educational system of our country is very
bureaucratic, and this can be seen in its exaggerated formality, which is why many
managers and teachers make the analysis, updating and pedagogical planning one
more requirement to fulfill, and not that main axis that forms the base of the annual
academic doing. On the other hand, there are many teachers with a low didactic
level who are not prepared to develop, much less properly evaluate, the
competencies provided.

2. The undifferentiated application of the contents
It is unreasonable to make students with inclinations to different academic areas
have to study the same stock of mathematics, with the same intensity and strategy
as the rest. Unfortunately, Peruvian education still makes use of it, making students
carve themselves as if they were products of a single model and of the same size.
So, for example, a student who is inclined to the social sciences does not need to
study geometry or trigonometry in depth (profundidad); on the contrary, he or she
must focus more on areas of his or her interest and try to achieve the necessary
competencies for the success of his or her career.
On the other hand, it is publicly known that the apprehension of mathematics has
become very frustrating for many students, who consider it in a biased way very
boring, rote, mechanical, abstract and impractical, and only a few can understand it
in an acceptable level. Therefore, the challenge that teachers and the entire
educational community have is to make it more affordable, entertaining, productive
and practical, which means that all knowledge acquired need to be applicable to real
life or that the students have clear the uses of the content that they are learning as
it will motivate them to continue and not give up on difficulties that may arise in the
process.
In summary, the learning of mathematics in Peru continues walking to its decline,
due to the fact that its main actors are not doing their job very well or are doing it
only half, due to its deficient pedagogy and the inappropriate and indiscriminate
application of its contents. Therefore, it is necessary to carry out an educational
reform respect this field (campo), since in addition, the statistics express that our
country is in the penultimate places in the PISA tests, which shows the true
deficiency that the learning of this subject is having. Finally, it takes a great and
political commitment to carry out this purpose, I hope we can achieve it.