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: | , , , |
|---|---|
| Tipo de documento: | artigo |
| Data de publicação: | 2021 |
| País: | España |
| Recursos: | Universidad Loyola Andalucía |
| Repositório: | Brújula |
| OAI Identifier: | oai:repositorio.uloyola.es:20.500.12412/5293 |
| Acesso em linha: | https://hdl.handle.net/20.500.12412/5293 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Learning mathematics Higher education Distance education Cultural dimension |
| Resumo: | 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. |
|---|