Academic tutoring in strengthening algebra in eighth grade students in a district school in Barranquilla

This research work aimed to characterize the impact of academic tutoring on the academic performance of eighth grade students in learning algebra in a district school in Barranquilla. For this, a qualitative approach methodology was used with descriptive and interpretive design. The information was collected through interviews with the following actors: algebra teacher, parents, students and academic tutor; as well as non-participant observations to the algebra teacher and a diagnostic test to the students. It is evidenced through the application of these instruments that students not only present needs of an academic type but also of an emotional and emotional type that affect the development of their knowledge in the aforementioned subject. Being the academic tutorials an element that allowed them to be strengthened, especially the affection of the participants towards the learning of algebra, concluding that this type of spaces must be assumed and attended by the institution so that the teachers who dictate the chairs are licensed in mathematics and contribute to improve the skills in which the students most need present.