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One result of the research is the paper "integral intervention of mathematics' teaching and learning processes" developed in a public university in Colombia, Latin America. The analysis of the epistemological beliefs of a group of academics from the Mathematics Department, who teach subjects to engineer and technology students is presented. We performed descriptive and quantitative cohort research. The objective was to identify the beliefs regarding mathematics' content, learning, and teaching. The 56 participants were included from a voluntary sample, in which the majority were engineers. A questionnaire adapted from Vizcaíno, with a specific domain of mathematical beliefs, approached from the multidimensional model de Schommer was used as a measuring instrument. The results showed that, in general, the teachers' system beliefs are naive or simple and in some specific topics sophisticated. It was observed a percentage of teachers who didn't assume a precise position in their beliefs when responding neutrally to the questionnaire, which could be interpreted as a lack of reflection on their teaching practice, which revealed the need to generate discussion spaces for promoting reflective practices that improve the mathematics' learning. Likewise, the need for training in mathematics' history, epistemological knowledge, and didactics was evidenced, which promotes better mathematics teaching practices. [ABSTRACT FROM AUTHOR]

The present research work arises from the need to intervene both teaching and learning processes of mathematics due to the low academic performance shown by the students who enter the Technological University of Pereira to the Engineering and Technology Programs. Therefore, with the aim of establishing the influence which has on academic performance, the performing of some previous measurement and diagnostic processes, which generate detailed knowledge of the conditions surrounding student population in terms of their level of skills development and capabilities upon arrival at the institution. Among these elements of measurement found is the Diagnostic Test in Mathematics, whose purpose is to study the skills that students bring in the handling of numbers, operations and applications towards solving problems in depth. These results which were obtained from the study, have been socialized as for relationship of the Diagnostic Test in Mathematics and the academic performance of students who entered the Engineering and Technology Programs of the Technological University of Pereira in the first half of 2017 were determined, pointing out that this correlation showed that academic support was assuredly a positive strategy because it allowed them to have better academic achievements in the first mathematics subjects, which was reflected in the analysis of some strategies used to improve learning shortcomings connected with Academic Accompaniment Program. [ABSTRACT FROM AUTHOR]