Evaluation of resources used in the teaching of mathematics in virtual environments

Authors

  • Alvaro Mercado-Cruz Corporación Universitaria Americana. Barranquilla (Colombia)
  • José Gregorio Solorzano-Movilla Escuela Superior de Administración Pública – ESAP. Barranquilla (Colombia)

DOI:

https://doi.org/10.17981/cultedusoc.14.1.2023.10

Keywords:

Virtual education, Evaluation, Quality, Didactic resources, Mathematics learning, Didactic situations, ICT

Abstract

Introduction: This article focuses its discussion on the evaluation of digital resources used in the teaching of mathematics in virtual engineering programs, since the changes that have arisen as a result of the pandemic have led to the need to strengthen training programs based on distance and virtual education. Objective: To evaluate the importance of the articulation of specific didactics with the quality of technological didactic resources used in higher education programs with virtual modality for learning mathematics in Barranquilla, Colombia. Methodology: the research was developed as a qualitative exploratory study, using the data triangulation technique. Results and d­iscussion: It is evident that the teachers assigned to virtual and/or distance education are the same as in the face-to-face programs and even coincide in the resources and strategies used to develop pedagogical mediation. Conclusions: The need to strengthen the use and appropriation of materials that lead to didactic situations and optimal learning environments from the permanent accompaniment of the teacher in the formative process of the student is inferred.

Downloads

Download data is not yet available.

Author Biographies

Alvaro Mercado-Cruz, Corporación Universitaria Americana. Barranquilla (Colombia)

Industrial Engineer. Management Specialist and Master in Project Management. More than 10 years of experience in the development of projects in the educational sector in the public and private spheres. Researcher in areas related to Engineering, project management and education. Associate Researcher recognized by MinCiencias. ORCID: https://orcid.org/0000-0002-2086-0118

José Gregorio Solorzano-Movilla , Escuela Superior de Administración Pública – ESAP. Barranquilla (Colombia)

Graduated with a degree in Mathematics and Physics from the Universidad del Atlántico (Colombia). Master in Mathematics from UNESP (Julio de Mesquita Filho Paulista State University), Rio Claro campus (Brazil). Researcher in the areas of applied mathematics and mathematics education, especially mathematics didactics and teacher training, peer reviewer recognized by MinCiencias. ORCID: https://orcid.org/0000-0002-4176-0300

References

Abassian, A., Safi, F., Bush, S. & Bostic, J. (2020). Five different perspectives on mathematical modeling in mathematics education. Investigations in Mathematics Learning, 12(1), 53–65. https://doi.org/10.1080/19477503.2019.1595360

Adame, S. (2015). Instrumento para evaluar Recursos Educativos Digitales, LORI – AD. Revista CERTUS, 12(56-67), 1–12. http://dx.doi.org/10.13140/RG.2.1.4020.0164

Almouloud, S. (2015). Teoría antropológica do didático: metodologia de análise de materiais didáticos. Unión. Revista Iberoámericana de Educación Matemática, 42, 9–34. https://union.fespm.es/index.php/UNION/article/view/628

Arrieta T., Llinás S., Solórzano J., Umaña S. & Huyke A. (2022). Characterization Of Flipped Classroom Model in Higher Education: A Perception from Educational Resilience During Covid-19 Pandemic. Procedia Computer Science, 203, 575–582. https://doi.org/10.1016/j.procs.2022.07.082

Benavides, O. M. y Gómez-Restrepo, C. (2005). Metodos en investigacion cualitativa: triangulacion. Revista Colombiana de Psiquiatría, 34(1), 118–128. http://www.scielo.org.co/pdf/rcp/v34n1/v34n1a08.pdf

Bosch, M. y Gascón, J. (2009). La formación matemático-didáctica del profesorado de secundaria. De las matemáticas a enseñar a las matemáticas para la enseñanza. En M. J. González, M. T. González y J. Murillo (Eds.). Investigación en Educación Matemática. Comunicaciones de los Grupos de Investigación (pp. 89–113). SEIEM.

Brousseau, G. (2007). Iniciación al estudio de la teoría de las situaciones didácticas. Libros del Zorzal.

Blum, W. (2015). Quality teaching of mathematical modelling: What do we know, what can we do? In S. J. Cho (Ed.), The proceedings of the 12th international congress on mathematical education: Intellectual and attitudinal changes. (pp. 73–96). Springer International Publishing. https://doi.org/10.1007/978-3-319-12688-3₉

Carpenter, J. P., Morrison, S. A., Craft, M. & Lee, M. (2020). How and why are educators using Instagram? Teaching and Teacher Education, 96, 103149–103149. https://doi.org/10.1016/j.tate.2020.103149

Chevallard, Y. (1999). L’analyse des pratiques enseignantes en théorie anthropologique du didactique. Recherches En Didactique Des Mathématiques, 19(2), 221–266. https://revue-rdm.com/1999/l-analyse-des-pratiques/

Chevallard, Y. (1992). Concepts fondamentaux de la didactique : perspectives apportées par une approche anthropologique. Recherches En Didactique Des Mathématiques, 12(1), 73–112. https://revue-rdm.com/1992/concepts-fondamentaux-de-la-didactique/

Denzin, N. K. (1989). Strategies of Multiple Triangulation. The Research Act: A theoretical Introduction to Sociological Methods. McGraw Hill.

Esquivel I. Edel R. y Córdoba R. (2013). Recursos digitales en apoyo al desarrollo de la competencia matemática en educación básica. Revista Iberoamericana, (10), 1–18. https://www.ride.org.mx/index.php/RIDE/issue/archive

Godino, J. D. (2011). Indicadores de la idoneidad didáctica de procesos de enseñanza y aprendizaje de las matemáticas [Conferencia]. XIII CIAEM-IACME, Recife, Brasil. https://www.ugr.es/~jgodino/eos/jdgodino_indicadores_idoneidad.pdf

Godino, J. D., Giacomone, B., Batanero, C. y Font, V. (2017). Enfoque Ontosemiótico de los Conocimientos y Competencias del Profesor de Matemáticas. Bolema, 31(57), 1–17. https://doi.org/10.1590/1980-4415v31n57a05

Henao O. (1996). Las Bases de Datos como Herramienta Didácticas. Informática Educativa, 9(3), 193–204. https://bibliotecadigital.udea.edu.co/handle/10495/3940

Hernández, R., Fernández, C. y Baptista, P. (2010). Metodología de la Investigación (5 ed.). Mc Graw-Hill.

Hernández, V. (2019, Agosot 13). Ventajas del modelo de enseñanza virtual basado en videoconferencias. e-Learning Masters. http://elearningmasters.galileo.edu/2019/08/13/educacion-virtual-y-videoconferencias/.

Ivtzan, I. & Quirk, M.J. (2018). Soft is hard: building resilience with loving kindness meditation at work. International Journal of Complementary and Alternative Medicine, 11(3), 125–131. https://doi.org/10.15406/ijcam.2018.11.00381

Macías, J. (2016). Diseño y estudio de situaciones didácticas que favorecen el trabajo con registros semióticos [Tesis doctoral, Universidad Complutense de Madrid]. E-Prints Complutense. https://eprints.ucm.es/id/eprint/40389/

McDonald, L. M. (2018). Self-regulatory Practices: Key Aspects of Learning for Student Teachers on Practicum. Springer Nature. http://hdl.handle.net/2292/39656

Prieto, P. (2013). Una aproximación metodológica al uso de redes sociales en ambientes virtuales de aprendizaje para el fortalecimiento de las competencias transversales de la Universidad EAN. Virtu@lmente, 1(1), 1–16. https://journal.universidadean.edu.co/index.php/vir/article/view/1397

República de Colombia. MEN. (2017). Anuario Estadístico para la Educación Superior Colombiana 2010-2016. https://www.mineducacion.gov.co/sistemasdeinformacion/1735/w3-article-360745.html?_noredirect=1

República de Colombia. MEN. (1998). Lineamientos curriculares: Matemáticas. MEN. https://www.mineducacion.gov.co/1759/articles-339975_matematicas.pdf.

SNIES. (s.f.). Sistema Nacional de Información de la Educación Superior [Base de datos]. MEN. https://www.mineducacion.gov.co/sistemasinfo/Informacion-a-lamano/212400:Estadisticas

Yacuzzi, E. (2005). El estudio de casos como metodología de investigación. Universidad del CEMA.

Yong, É., Nagles, N., Mejía, C. y Chaparro, C. E. (2017). Evolución de la educación superior a distancia: desafíos y oportunidades para su gestión. Revista Virtual Universidad Católica del Norte, (50), 81–10. https://revistavirtual.ucn.edu.co/index.php/RevistaUCN/article/view/814

Willet, K. B. S. & Carpenter, J. P. (2020). A tale of two subreddits: Change and continuity in teaching-related online spaces. British Journal of Educational Technology, 52, 714–733. https://doi.org/10.1111/bjet.13051

Downloads

Published

2022-12-16

How to Cite

Mercado-Cruz, A., & Solorzano-Movilla , J. G. . (2022). Evaluation of resources used in the teaching of mathematics in virtual environments. CULTURA EDUCACIÓN Y SOCIEDAD, 14(1), 175–192. https://doi.org/10.17981/cultedusoc.14.1.2023.10

Issue

Vol. 14 No. 1 (2023): Cultura Educación y Sociedad

Section

ARTICLES

License

Copyright (c) 2022 CULTURA EDUCACIÓN Y SOCIEDAD

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Creative Commons 2020 CULTURA EDUCACIÓN Y SOCIEDAD

This article is under international license Creative Commons Reconocimiento-NoComercial-SinObrasDerivadas 4.0.

The published articles are the sole responsibility of their authors and do not necessarily reflect the opinions of the editorial committee.

CULTURA EDUCACIÓN Y SOCIEDAD respects the moral rights of its authors, who assign to the editorial committee the patrimonial rights of the published material. In turn, the authors inform that this work is unpublished and has not been previously published.

All articles are under a:

Licencia Creative Commons Atribución-NoComercial-SinDerivadas 4.0 Internacional.