Characterizing Mathematics Learning in Colombian Higher Distance Education
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...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/125805 |
| Acceso en línea: | https://hdl.handle.net/11441/125805 https://doi.org/10.3390/math9151740 |
| Access Level: | acceso abierto |
| Palabra clave: | Learning mathematics Higher education Distance education Cultural dimension |
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oai:idus.us.es:11441/125805 |
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España |
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Characterizing Mathematics Learning in Colombian Higher Distance Education Martínez Villaraga, Elizabeth López Cobo, Isabel Becerra Alonso, David Fernández Navarro, Francisco Learning mathematics Higher education Distance education Cultural dimension 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. MDPI https://hdl.handle.net/11441/125805 https://doi.org/10.3390/math9151740 |
| title |
Characterizing Mathematics Learning in Colombian Higher Distance Education |
| spellingShingle |
Characterizing Mathematics Learning in Colombian Higher Distance Education Martínez Villaraga, Elizabeth Learning mathematics Higher education Distance education Cultural dimension |
| title_short |
Characterizing Mathematics Learning in Colombian Higher Distance Education |
| title_full |
Characterizing Mathematics Learning in Colombian Higher Distance Education |
| title_fullStr |
Characterizing Mathematics Learning in Colombian Higher Distance Education |
| title_full_unstemmed |
Characterizing Mathematics Learning in Colombian Higher Distance Education |
| title_sort |
Characterizing Mathematics Learning in Colombian Higher Distance Education |
| author |
Martínez Villaraga, Elizabeth |
| author_facet |
Martínez Villaraga, Elizabeth López Cobo, Isabel Becerra Alonso, David Fernández Navarro, Francisco |
| author_role |
author |
| author2 |
López Cobo, Isabel Becerra Alonso, David Fernández Navarro, Francisco |
| author2_role |
author author author |
| topic |
Learning mathematics Higher education Distance education Cultural dimension |
| topic_facet |
Learning mathematics Higher education Distance education Cultural dimension |
| description |
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. |
| publishDate |
2021 |
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article |
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publishedVersion |
| url |
https://hdl.handle.net/11441/125805 https://doi.org/10.3390/math9151740 |
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openAccess |
| publisher |
MDPI |
| institution |
Universidad de Sevilla (US) |
| collection |
idUS. Depósito de Investigación de la Universidad de Sevilla |
| reponame_str |
idUS. Depósito de Investigación de la Universidad de Sevilla |
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Universidad de Sevilla (US) |
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1878436575914754048 |
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2021 |
| author_browse |
Becerra Alonso, David Fernández Navarro, Francisco López Cobo, Isabel Martínez Villaraga, Elizabeth |
| publisherStr |
MDPI |
| score |
6,924472 |