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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Detalles Bibliográficos
Autores: Martinez-Villarraga, Elizabeth, López Cobo, Isabel, Becerra Alonso, David, Fernández Navarro, Francisco
Tipo de recurso: artículo
Fecha de publicación:2021
País:España
Institución:Universidad Loyola Andalucía
Repositorio:Brújula
OAI Identifier:oai:repositorio.uloyola.es:20.500.12412/5293
Acceso en línea:https://hdl.handle.net/20.500.12412/5293
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 educationMartinez-Villarraga, 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.2021info:eu-repo/semantics/articlehttps://hdl.handle.net/20.500.12412/5293reponame:Brújulainstname:Universidad Loyola AndalucíaInglésThe research work of F.F.-N. is funded by the Spanish Ministry of Science under Project ENE2017-88889-C2-1-R. The research work of F.F.-N., I.L.-C. and D.B.-A. has been supported in part by the Spanish SEPIE and the Erasmus+ Programme under Project 2020-1-ES01-KA226-HE-094952.http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:repositorio.uloyola.es:20.500.12412/52932026-06-24T12:48:37Z
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
Martinez-Villarraga, 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 Martinez-Villarraga, Elizabeth
López Cobo, Isabel
Becerra Alonso, David
Fernández Navarro, Francisco
author Martinez-Villarraga, Elizabeth
author_facet Martinez-Villarraga, 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.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
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.12412/5293
url https://hdl.handle.net/20.500.12412/5293
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv The research work of F.F.-N. is funded by the Spanish Ministry of Science under Project ENE2017-88889-C2-1-R. The research work of F.F.-N., I.L.-C. and D.B.-A. has been supported in part by the Spanish SEPIE and the Erasmus+ Programme under Project 2020-1-ES01-KA226-HE-094952.
dc.rights.none.fl_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.source.none.fl_str_mv reponame:Brújula
instname:Universidad Loyola Andalucía
instname_str Universidad Loyola Andalucía
reponame_str Brújula
collection Brújula
repository.name.fl_str_mv
repository.mail.fl_str_mv
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