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

<span>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 th...

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Bibliographic Details
Main Authors: Cirilo de Jesús Orozco-Moret, Vilma Morales de Pérez
Format: Article
Language:English
Published: Universidad Autónoma de Baja California 2007-05-01
Series:Revista Electrónica de Investigación Educativa
Subjects:
Matemática universitaria
lógica matemática
teoría de conjuntos
evaluación cognitiva.
Online Access:http://redie.uabc.mx/redie/article/view/160
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spelling doaj-96137f68c2664791bf1f75bb5f5cf9052020-12-02T06:30:12ZengUniversidad Autónoma de Baja CaliforniaRevista Electrónica de Investigación Educativa1607-40412007-05-0191156Some Didactic Alternatives and Their Implications in the Learning of Set Theory ContentCirilo de Jesús Orozco-Moret0Vilma Morales de Pérez1Facultad de de Ciencias Económicas y Sociales Universidad de CaraboboUnidad de Investigación de la Cátedra de Introducción a la Matemática Universidad de Carabobo<span>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 <em>ex post</em> <em>facto</em> 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 (<em>math achievement</em>) of math content and the experimental assessment method (<em>math performance</em>).</span>http://redie.uabc.mx/redie/article/view/160Matemática universitarialógica matemáticateoría de conjuntosevaluación cognitiva.
collection DOAJ
language English
format Article
sources DOAJ
author Cirilo de Jesús Orozco-Moret
Vilma Morales de Pérez
spellingShingle Cirilo de Jesús Orozco-Moret
Vilma Morales de Pérez
Some Didactic Alternatives and Their Implications in the Learning of Set Theory Content
Revista Electrónica de Investigación Educativa
Matemática universitaria
lógica matemática
teoría de conjuntos
evaluación cognitiva.
author_facet Cirilo de Jesús Orozco-Moret
Vilma Morales de Pérez
author_sort Cirilo de Jesús Orozco-Moret
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
publisher Universidad Autónoma de Baja California
series Revista Electrónica de Investigación Educativa
issn 1607-4041
publishDate 2007-05-01
description <span>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 <em>ex post</em> <em>facto</em> 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 (<em>math achievement</em>) of math content and the experimental assessment method (<em>math performance</em>).</span>
topic Matemática universitaria
lógica matemática
teoría de conjuntos
evaluación cognitiva.
url http://redie.uabc.mx/redie/article/view/160
work_keys_str_mv AT cirilodejesusorozcomoret somedidacticalternativesandtheirimplicationsinthelearningofsettheorycontent
AT vilmamoralesdeperez somedidacticalternativesandtheirimplicationsinthelearningofsettheorycontent
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