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...

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Autores: Martínez Villaraga, Elizabeth, López Cobo, Isabel, Becerra Alonso, David, Fernández Navarro, Francisco
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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spelling Characterizing Mathematics Learning in Colombian Higher Distance EducationMartínez Villaraga, ElizabethLópez Cobo, IsabelBecerra Alonso, DavidFernández Navarro, FranciscoLearning mathematicsHigher educationDistance educationCultural dimensionThe 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.MDPIDidáctica y Organización Educativa2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/125805https://doi.org/10.3390/math9151740reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)Ingléshttp://dx.doi.org/10.3390/math9151740info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1258052026-06-17T12:51:07Z
dc.title.none.fl_str_mv Characterizing Mathematics Learning in Colombian Higher Distance Education
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
dc.creator.none.fl_str_mv Martínez Villaraga, Elizabeth
López Cobo, Isabel
Becerra Alonso, David
Fernández Navarro, Francisco
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
dc.contributor.none.fl_str_mv Didáctica y Organización Educativa
dc.subject.none.fl_str_mv Learning mathematics
Higher education
Distance education
Cultural dimension
topic 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
dc.date.none.fl_str_mv 2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/125805
https://doi.org/10.3390/math9151740
url https://hdl.handle.net/11441/125805
https://doi.org/10.3390/math9151740
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv http://dx.doi.org/10.3390/math9151740
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
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score 15,300724

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