Some Didactic Alternatives and Their Implications in the Learning of Set Theory Content

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: Orozco-Moret, Cirilo de Jesús, Morales de Pérez, Vilma
Formato: Online
Lenguaje:spa
eng
Publicado: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2007
Acceso en línea:https://redie.uabc.mx/index.php/redie/article/view/160
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spelling redie-article-1602017-04-19T01:06:39Z Some Didactic Alternatives and Their Implications in the Learning of Set Theory Content Algunas alternativas didácticas y sus implicaciones en el aprendizaje de contenidos de la teoría de conjuntos Orozco-Moret, Cirilo de Jesús Morales de Pérez, Vilma College mathematics mathematical logic set theory cognitive measurement. Matemática universitaria lógica matemática teoría de conjuntos evaluación cognitiva. 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). El propósito principal del estudio fue explorar en qué medida los apoyos académicos adicionales a la cátedra (tutorías, preparadurías, cursos paralelos, y/o clases particulares) influyen en el desempeño matemático integral de los estudiantes de recién ingreso a la universidad en la asignatura Introducción a la Matemática, y se evidencian en sus exámenes escritos. Se seleccionó una muestra de 275 alumnos del primer semestre de la Facultad de Ciencias Económicas y Sociales de la Universidad de Carabobo en Venezuela. Con base a un análisis estadístico no experimental ex post facto, los resultados muestran evidencia de variación en las dimensiones del desempeño matemático, derivado del soporte usado por los estudiantes como complemento de sus actividades de cátedra. Además, se encontraron diferencias entre la evaluación tradicional (rendimiento matemático) y la evaluación experimental (desempeño matemático). REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2007-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/160 Revista Electrónica de Investigación Educativa; Vol. 9 No. 1 (2007) Revista Electrónica de Investigación Educativa; Vol. 9 Núm. 1 (2007) 1607-4041 spa eng https://redie.uabc.mx/index.php/redie/article/view/160/1030 https://redie.uabc.mx/index.php/redie/article/view/160/276 https://redie.uabc.mx/index.php/redie/article/view/160/1031 https://redie.uabc.mx/index.php/redie/article/view/160/277 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
eng
format Online
author Orozco-Moret, Cirilo de Jesús
Morales de Pérez, Vilma
spellingShingle Orozco-Moret, Cirilo de Jesús
Morales de Pérez, Vilma
Some Didactic Alternatives and Their Implications in the Learning of Set Theory Content
author_facet Orozco-Moret, Cirilo de Jesús
Morales de Pérez, Vilma
author_sort Orozco-Moret, Cirilo de Jesús
title Some Didactic Alternatives and Their Implications in the Learning of Set Theory Content
title_short Some Didactic Alternatives and Their Implications in the Learning of Set Theory Content
title_full Some Didactic Alternatives and Their Implications in the Learning of Set Theory Content
title_fullStr Some Didactic Alternatives and Their Implications in the Learning of Set Theory Content
title_full_unstemmed Some Didactic Alternatives and Their Implications in the Learning of Set Theory Content
title_sort some didactic alternatives and their implications in the learning of set theory content
description 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).
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2007
url https://redie.uabc.mx/index.php/redie/article/view/160
_version_ 1715723512748965888

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