The affective/mathematical profile of students of science and engineering

En la investigación en educación matemática, el rendimiento se ha estudiado desde diferentes ópticas: cognitiva, social y emocional, entre otras. Este estudio analiza las creencias y actitudes de estudiantes de ingeniería y de ciencias a través de una metodología basada en la lógica fuzzy. Los resultados muestran, que a los de ingeniería les gustan más las matemáticas, presentan mayor autoestima matemática y creen que las matemáticas son importantes de un modo significativamente mayor que para los estudiantes de ciencias. No obstante, todos son conscientes de su responsabilidad en el aprendizaje de las matemáticas, y coinciden en valorar el papel del profesor, aunque no se considere un elemento influyente a nivel emocional.In the research area of mathematics education, the performance has been studied from different perspectives: cognitive, social and emotional, among others. This study examines the beliefs and attitudes of engineering and science students through a methodology based on the fuzzy theory. The comparative results show that the engineering students like more the mathematics, they present a higher mathematical self-esteem and they believe that mathematics are more important with respect to the science students. However, all of them are aware of their responsibility in the learning of mathematics and they recognize the role of the teacher, although such role is not considered influential on the emotional level