Management of the mathematical culture training process in Computer Engineering

Abstract

This research addresses the need to manage the development of mathematical literacy as a key element for solving professional problems with a sustainable approach. The objective was to present a diagnosis of the research object in the context of the Computer Engineering program at the Hermanos Saíz Montes de Oca University of Pinar del Río. Methods such as surveys, observations, and documentary analysis were applied to students, teachers, and administrators. The main results were inadequacies in the treatment of educational management from the institutional, administrative, pedagogical, and community dimensions, evidencing a fragmented and limited approach to the teaching-learning process of mathematics, without integration into curricula, work activities, or social outreach. Weaknesses were identified such as a lack of content sequencing, poor teacher preparation, and zero intra/extra-university promotion. The theoretical discussion highlights the importance of a comprehensive approach based on educational management principles (shared leadership, continuous improvement) and proposes a strategy for coordinating mathematical culture (description, thinking, methods, and mathematical language) with the substantive processes of the program. The research contributes to overcoming reductionist views by proposing a model that links mathematical education with the socioprofessional demands of computer engineers.