| 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 |
2 |
| Impacto JCR |
2.59200 |
| Impacto SJR |
0.53800 |
| 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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