Please use this identifier to cite or link to this item: http://repositorio.uptc.edu.co/handle/001/1800
Title: Efecto del entrenamiento en autorregulación para el aprendizaje de la matemática
Other Titles: Effect of training in self-regulation for learning mathematics
Authors: Sanabria Rodríguez, Luis Bayardo
Valencia Vallejo, Nilson Genaro
Ibáñez Ibáñez, Jaime
metadata.dc.contributor.colaborator: Universidad Pedagógica Nacional (Bogotá, Colombia)
Keywords: Enseñanza con ayuda de computadores
Procesamiento electrónico de datos en la educación
Educación superior - Investigaciones
Innovaciones educativas - Investigaciones
Formación profesional de maestros
Educación virtual
Innovaciones educativas
Issue Date: 28-May-2017
Publisher: Universidad Pedagógica y Tecnológica de Colombia
Citation: Sanabria Rodríguez, L. B., Valencia Vallejo, N. G. y Ibáñez Ibáñez, J. Efecto del entrenamiento en autorregulación para el aprendizaje de la matemática. Revista Praxis & Saber, 8(16), 35-56. DOI: https://doi.org/10.19053/22160159.v8.n16.2017.6167. http://repositorio.uptc.edu.co/handle/001/1800
Abstract: Este documento evidencia la necesidad de incorporar una estrategia pedagógica en un ambiente B-learning que sirve como un tipo de andamiaje para el desarrollo de la capacidad autorreguladora, en función de mejorar el rendimiento académico de las matemáticas. El interés de abordar esta problemática estuvo dirigido a observar el efecto de entrenar a los estudiantes con el sistema de autorregulación, incorporado en un ambiente B-learning, sobre el rendimiento académico. Para ello, se exploró la interacción entre el ambiente pedagógico (variable independiente), el rendimiento académico y la capacidad autorreguladora. Participaron 56 estudiantes, hombres y mujeres de primer semestre que cursaban un taller de mejoramiento de matemática básica. El tratamiento de los datos se realizó a partir de un análisis ANCOVA. Los resultados mostraron de manera consistente que el entrenamiento en autorregulación afecta positivamente el aprendizaje de los estudiantes y como consecuencia, el mejoramiento del rendimiento académico.
ABSTRACT: This document evidences the need of incorporating a pedagogical strategy in a B-learning environment which works as a framework for the development of the self-regulation capacity in accordance with the academic performance of mathematics. The interest of creating approach to this problem is to observe the effect of training students with the self-regulation system which is incorporated in a B-learning environment. To achieve this, the interaction among pedagogical environment (independent variable), academic Performance, and self-regulation were explored. 56 students participated, men and women of the first semester who were attending a basic mathematics improvement workshop. The data were developed based on an ANCOVA analysis. The results showed consistently that self-regulation training benefits students’ learning, and as a consequence academic performance improves.
Description: Páginas 35-56.
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URI: https://repositorio.uptc.edu.co/handle/001/1800
ISSN: 2216-0159
En Línea 2462-8603
Series/Report no.: Revista Praxis & Saber;Vol. 8, núm 16 (2017)
Appears in Collections:Praxis & Saber

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