Characterizing Mathematics Learning in Colombian Higher Distance Education
Mathematics
; 9(15):1740, 2021.
Article
in English
| ProQuest Central | ID: covidwho-1346509
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.
Full text:
Available
Collection:
Databases of international organizations
Database:
ProQuest Central
Country/Region as subject:
South America
/
Colombia
Language:
English
Journal:
Mathematics
Year:
2021
Document Type:
Article
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