Artículo
Characterizing Mathematics Learning in Colombian Higher Distance Education
Autor/es | Martínez Villaraga, Elizabeth
López Cobo, Isabel Becerra Alonso, David Fernández Navarro, Francisco |
Departamento | Universidad de Sevilla. Departamento de Didáctica y Organización Educativa |
Fecha de publicación | 2021 |
Fecha de depósito | 2021-09-15 |
Publicado en |
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Resumen | The aim of this work is to characterize the process of constructing mathematical knowledge
by higher education students in a distance learning course. This was done as part of an algebra course
within engineering degrees ... The aim of this work is to characterize the process of constructing mathematical knowledge by higher education students in a distance learning course. This was done as part of an algebra course within engineering degrees in a Colombian university. The study used a Transformative Sequential Design in mixed methods research. The analysis also determined the kinds of mathematical knowledge attained by the students and its relationship to the Colombian social and cultural context. The students acquired declarative, procedural, and conditional knowledge, while the learning strategies were often superficial. In a context where power is distant, students take on a passive approach to learning despite being highly respectful towards the educator. Thus, the educational system has the educator at the center. |
Cita | Martínez Villaraga, E., López Cobo, I., Becerra Alonso, D. y Fernández Navarro, F. (2021). Characterizing Mathematics Learning in Colombian Higher Distance Education. Mathematics: Special Issue "Highlights of Research in the Didactics of Mathematics: The Insider’s Perspective", 9, 1-14. |
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