Abstract:

The objective of the research was to analyze the learning experiences in mathematics training at the postgraduate during confinement. The type of study used was a methodology with a quantitative approach with an exploratory-descriptive scope. The participants were the first semester postgraduate students. To obtain the information, a questionnaire based on a Likert scale was used as an instrument in which the items were measured through a scale with five options from totally disagree to totally agree. The instrument was subjected to an expert judgment to determine the validity of its content to later obtain its reliability and internal consistency through Cronbach's alpha coefficient, which was 0.834, which is why it was interpreted as adequate. The main results were that 80% of the students recognized difficulties in learning at a distance; 78% experienced difficulties in continuing their mathematical training, highlighting the emotional component; 70% of the respondents recognized the importance of digital tools for their learning and 65% favorably thought that the teachers were oriented to guide the training through learning activities that favored the development of mathematical competencies. However, they indicated that the collaborative work was not carried out permanently. The conclusion of the study is to include the socio-emotional component in the educational training of postgraduate students.

Keywords:

Postgraduate, student body, confinement, digital tools, mathematical training, socio-emotional component.