Las estrategias de mindfulness en el desarrollo del proceso de enseñanza-aprendizaje de la matemática en estudiantes de tercer grado de Educación General Básica Jornada matutina de la Unidad Educativa “17 de Abril”

Abstract

The present research aimed to analyze the influence of mindfulness strategies on the teaching-learning process of Mathematics in third grade students of Basic General Education of the Educational Unit “17 de Abril”, morning session. The research employed a mixed-methods approach, combining qualitative and quantitative methods to understand participants' perceptions and systematically analyze the data. The design was non-experimental and cross-sectional, with a descriptive level, allowing for the characterization of mindfulness strategy implementation without manipulating variables. The study methodology combined bibliographic and documentary research with fieldwork. The population consisted of 66 students and 2 teachers from the third grade of Basic General Education. A survey was used as the primary data collection technique. The survey was used as the data collection technique, and two questionnaires were used: one for students and another for teachers. An observation checklist was also used to analyze classroom dynamics. The results show that teachers are familiar with and apply various mindfulness strategies, particularly conscious breathing, silence, and relaxation. These practices improve the classroom environment, increase student participation, and reduce stress. Overall, mindfulness strengthens the teaching and learning process and promotes holistic emotional and academic well-being. It is concluded that mindfulness is an effective tool in the classroom, as it facilitates calmness, improves concentration, and strengthens both learning and the emotional well-being of students.