Hacia una comprensión de los imaginarios matemáticos en educación media contemporánea

The research explores the mathematical imaginaries in middle school students and their influence on learning and attitude towards mathematics. A theoretical framework is established toexplore how beliefs and social practices shape the mathematical constructions of students, allowingthe identification of the meanings and creations of reality configured around this discipline andits impact on the teaching and learning processes. The qualitative methodology, with an inductive approach, used semi-structured interviews with 20 students selected by convenience, consideringvariables such as gender, origin and academic performance to ensure diversity. The data wereanalyzed using grounded theory and systematic coding, allowing emerging categories to be identified that enriched the analysis. The results reveal positive perceptions, such as the practicalusefulness of mathematics in daily life and the development of critical thinking, which foster aproactive attitude towards learning, while negative perceptions, such as anxiety, generate significantbarriers. The creations reflect how students integrate mathematics into their daily and professionallives, highlighting both benefits and challenges. In conclusion, the inductive approach revealeda dual sketch of mathematical imaginaries: pressure and anxiety in the face of critical skills and empowerment, influenced by rigid methodologies and gender stereotypes, in contrast to cognitive flexibility and preparation for the future.