Some Didactic Alternatives and Their Implications in the Learning of Set Theory Content
The main purpose of this study was to explore to what extent supplementary academic aid —tutors, support sessions, parallel courses, and/or private classes— in addition to the regular class, influence students’ comprehensive math performance as demonstrated on the written exams of the course Int...
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| Autores principales: | , |
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| Formato: | Online |
| Lenguaje: | spa eng |
| Publicado: |
REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
2007
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| Acceso en línea: | https://redie.uabc.mx/index.php/redie/article/view/160 |
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| Sumario: | The main purpose of this study was to explore to what extent supplementary academic aid —tutors, support sessions, parallel courses, and/or private classes— in addition to the regular class, influence students’ comprehensive math performance as demonstrated on the written exams of the course Introduction to Mathematics, at the beginning of their university studies. A sample of 275 first semester students in the School of Economics and Social Science at the University of Carabobo in Venezuela was selected. Based on a non-experimental ex post facto statistical analysis, the results show some evidence of variation in the dimensions of math performance due to the type of academic aid used by the students to complement the course activities. Additionally, some differences were found between the traditional assessment (math achievement) of math content and the experimental assessment method (math performance). |
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