Título Characterizing Mathematics Learning in Colombian Higher Distance Education
Autores Martinez-Villarraga, Elizabeth , LÓPEZ COBO, ISABEL, BECERRA ALONSO, DAVID, FERNÁNDEZ NAVARRO, FRANCISCO DE ASÍS
Publicación externa No
Medio Mathematics
Alcance Article
Naturaleza Científica
Cuartil JCR 1
Cuartil SJR 3
Ámbito Internacional
Web https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111580386&doi=10.3390%2fmath9151740&partnerID=40&md5=2f4df7f34bd8a4daff73dca9e8f399aa
Fecha de publicacion 01/08/2021
ISI 000682031800001
Scopus Id 2-s2.0-85111580386
DOI 10.3390/math9151740
Abstract 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.
Palabras clave learning mathematics; higher education; distance education; cultural dimension
Miembros de la Universidad Loyola

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