Characterizing Mathematics Learning in Colombian Higher Distance Education

Elizabeth Martinez-Villarraga, Isabel Lopez-Cobo, David Becerra-Alonso and Francisco Fernández-Navarro
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Elizabeth Martinez-Villarraga: Facultad de Ciencias y Tecnologías, Universidad Santo Tomás, Bogota 110231, Colombia
Isabel Lopez-Cobo: Departamento Didáctica y Organización Educativa, Universidad de Sevilla, 41004 Sevilla, Spain
David Becerra-Alonso: Department of Quantitative Methods, Universidad Loyola Andalucía, 41704 Dos Hermanas, Spain
Francisco Fernández-Navarro: Department of Quantitative Methods, Universidad Loyola Andalucía, 41704 Dos Hermanas, Spain

Mathematics, 2021, vol. 9, issue 15, 1-14

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.

Keywords: learning mathematics; higher education; distance education; cultural dimension (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2021
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