Importance of algebraic language in the teaching-learning process of mathematical methodology in teacher training

Abstract

This study analyzes the importance of algebraic language in the teaching–learning process of the Mathematics Methodology course in teacher education, considering the difficulties that limit its mastery in university contexts. The objective was to determine the relationship between the level of algebraic language proficiency and the learning process of this subject among seventh-semester students of the Education Sciences program at the Universidad Estatal del Sur de Manabí. The research was conducted under a mixed-methods approach, with a non-experimental exploratory–analytical design. The population consisted of 40 students, to whom an eight-item Likert-scale questionnaire was applied using Google Forms. The results show that, although most students recognize the importance of algebraic language and perceive a basic understanding of its concepts, significant difficulties persist in the use of symbols, contextual interpretation, and application to real problem-solving situations. Additionally, a direct relationship was identified between these limitations and academic performance, as well as insufficient preparation for its use in future teaching practice. It is concluded that mastery of algebraic language is a fundamental competency in initial teacher education, requiring the implementation of didactic strategies that promote the development of algebraic thinking, particularly in higher education contexts with blended learning modalities.