HACIA UNA DIDÁCTICA INNOVADORA PARA POTENCIAR APRENDIZAJE SIGNIFICATIVO DE MATEMÁTICAS EN LA GENERACIÓN Z

The objective of the study was to evaluate the significant learning of university students of generation Z, and to identify, from their perception, key factors for innovative didactics that enhances the significant learning of mathematics. A mixed approach was deployed, applying a questionnaire and a focus group. A total of 31 students participated. The results of the questionnaire indicate that significant learning has a high level (80.6%), however, specifically the findings of the previous knowledge dimension with 29% at the medium level and the motivation dimension with 16.1 % also at the intermediate level, invite us to reflect on the factors that may be having a negative impact on these aspects, especially when the dimension of didactic material is recognized as a strength (90.3% high level). From considering what aspects can positively stimulate meaningful learning, the “focus group” reveals three emerging categories for innovative didactics: 1.-didactic-interactive class, 2.-ICT and gamification, 3.-Motivating teacher. It concludes, recognizing the importance of literacy and digital didactics as a basis for the development of new learning models for students of generation Z.