Elizabeth Martínez Villarraga
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Previous Organizations / Institutes
The organizations / institutes from the scholar's other articles in the past ten years
Research Subjects
Elizabeth Martínez Villarraga has a total of 3 co-authors. Here are the top co-authors by number of shared publications:
- David Becerra-Alonso
Universidad Loyola Andalucía
1 shared publication - Francisco Fernández-Navarro
Department of Computer Languages and Computer Science, Universidad de Málaga, 29071 Málaga, Spain
1 shared publication - Isabel López-Cobo
Department of Didactics and Educational Organization, Faculty of Education Sciences, University of Seville, 41013 Sevilla, Spain
1 shared publication
Latest Publications
- Open Access
- 23 July 2021
- Published by MDPI AG in Mathematics
- Vol. 9 (15) , 1740
Characterizing Mathematics Learning in Colombian Higher Distance Education
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.
- 23 July 2021
- Published by MDPI AG in Mathematics
- Vol. 9 (15) , 1740
Open AccessCharacterizing Mathematics Learning in Colombian Higher Distance Education
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.
- 12 December 2019
- Published by Global Knowledge Academics in EDUTECH REVIEW. International Education Technologies Review / Revista Internacional de Tecnologías Educativas
- Vol. 6 (2) , 51-59
Narrativas discontinuas como estrategia de enseñanza aprendizaje de las matemáticas: experiencia de aula
Este artículo tiene como objetivo presentar los resultados de una experiencia pedagógica significativa en aula, desarrollada durante el segundo semestre del año 2018. La experiencia consistió en utilizar las narrativas discontinuas como estrategia de enseñanza aprendizaje de las matemáticas en educación superior bajo la modalidad a distancia. El formato de narración utilizado fue el comic o historieta, para ello los estudiantes utilizaron herramientas como PIXTON, FotoJet, Canva, Creative Comics, Voki y otros, para elaborar sus narraciones. El uso de la historia de un concepto matematico favorecio sus procesos de aprendizaje así como el desarrollo de habilidades tecnologicas y macrolinguisticas.
- 12 December 2019
- Published by Global Knowledge Academics in EDUTECH REVIEW. International Education Technologies Review / Revista Internacional de Tecnologías Educativas
- Vol. 6 (2) , 51-59
Narrativas discontinuas como estrategia de enseñanza aprendizaje de las matemáticas: experiencia de aula
Este artículo tiene como objetivo presentar los resultados de una experiencia pedagógica significativa en aula, desarrollada durante el segundo semestre del año 2018. La experiencia consistió en utilizar las narrativas discontinuas como estrategia de enseñanza aprendizaje de las matemáticas en educación superior bajo la modalidad a distancia. El formato de narración utilizado fue el comic o historieta, para ello los estudiantes utilizaron herramientas como PIXTON, FotoJet, Canva, Creative Comics, Voki y otros, para elaborar sus narraciones. El uso de la historia de un concepto matematico favorecio sus procesos de aprendizaje así como el desarrollo de habilidades tecnologicas y macrolinguisticas.