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Volume 9
Issue 15
10.3390/math9151740
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Article

Characterizing Mathematics Learning in Colombian Higher Distance Education

by
Elizabeth Martinez-Villarraga
1,*,
Isabel Lopez-Cobo
2,
David Becerra-Alonso
3 and
Francisco Fernández-Navarro
3
1
Facultad de Ciencias y Tecnologías, Universidad Santo Tomás, Bogota 110231, Colombia
2
Departamento Didáctica y Organización Educativa, Universidad de Sevilla, 41004 Sevilla, Spain
3
Department of Quantitative Methods, Universidad Loyola Andalucía, 41704 Dos Hermanas, Spain
*
Author to whom correspondence should be addressed.
Mathematics 2021, 9(15), 1740; https://doi.org/10.3390/math9151740
Submission received: 7 July 2021 / Revised: 20 July 2021 / Accepted: 20 July 2021 / Published: 23 July 2021
(This article belongs to the Special Issue Highlights of Research in the Didactics of Mathematics: The Insider’s Perspective)
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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 learning mathematics; higher education; distance education; cultural dimension

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MDPI and ACS Style

Martinez-Villarraga, E.; Lopez-Cobo, I.; Becerra-Alonso, D.; Fernández-Navarro, F. Characterizing Mathematics Learning in Colombian Higher Distance Education. Mathematics 2021, 9, 1740. https://doi.org/10.3390/math9151740

AMA Style

Martinez-Villarraga E, Lopez-Cobo I, Becerra-Alonso D, Fernández-Navarro F. Characterizing Mathematics Learning in Colombian Higher Distance Education. Mathematics. 2021; 9(15):1740. https://doi.org/10.3390/math9151740

Chicago/Turabian Style

Martinez-Villarraga, Elizabeth, Isabel Lopez-Cobo, David Becerra-Alonso, and Francisco Fernández-Navarro. 2021. "Characterizing Mathematics Learning in Colombian Higher Distance Education" Mathematics 9, no. 15: 1740. https://doi.org/10.3390/math9151740

APA Style

Martinez-Villarraga, E., Lopez-Cobo, I., Becerra-Alonso, D., & Fernández-Navarro, F. (2021). Characterizing Mathematics Learning in Colombian Higher Distance Education. Mathematics, 9(15), 1740. https://doi.org/10.3390/math9151740

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