Mathematical Culture and Educational Transition: Student and Teacher Perceptions in High School and Higher Education

Abstract

The affective and cultural relationship with mathematics undergoes profound changes during the transition to university. This research analyzed how this perception evolves by comparing high school students with university students from different profiles in Sonora, Mexico. A sequential mixed-method design was used; first, statistical analyses were applied to an instrument based on Bishop's universal activities, followed by a qualitative analysis with expert teachers. The results showed a significant contrast: although university students demonstrated greater technical confidence in solving problems, their enjoyment and appreciation for the cultural richness of the discipline decreased compared to high school students. Furthermore, the teachers' perspective revealed a gap between their effort to teach the utility of mathematics and the practical view adopted by students. It was concluded that professional training tends to focus on knowledge solely as a tool, suggesting the need for strategies to recover intrinsic motivation in higher education.