Interacción en foros virtuales al integrar modelización matemática para formar ingenieros

• Juárez Ramírez, Jazmin Adriana ^[1] ; Chamoso Sánchez, José María ^[2] ; González Astudillo, María Teresa ^[2]
  1. [1] Instituto Politécnico Nacional

     Instituto Politécnico Nacional

     México

     
  2. [2] Universidad de Salamanca

     Universidad de Salamanca

     Salamanca, España

     
• Localización: Enseñanza de las ciencias: revista de investigación y experiencias didácticas, ISSN-e 2174-6486, ISSN 0212-4521, Vol. 38, Nº 3, 2020, págs. 161-178
• Idioma: español
• DOI: 10.5565/rev/ensciencias.3041
• Títulos paralelos:
  • Interaction in virtual forums by integrating mathematical modelling to train engineers
• Enlaces
  • Texto completo
• Dialnet Métricas: 5 Citas
• Resumen
  • español

    La modelización matemática posibilita que los estudiantes vinculen su aprendizaje con situaciones reales. En este trabajo se analiza una experiencia con estudiantes de ingeniería cuando elaboraban un proyecto de modelización matemática utilizando foros virtuales, que considera los niveles de interacción y de profundidad de sus mensajes y la influencia de esos foros en las modificaciones realizadas para mejorar sus trabajos. Los resultados reflejan que, principalmente, se consiguieron niveles de interacción medios y niveles de profundidad bajos, que el nivel de interacción dependió de la forma de realizar la experiencia, y que los más altos niveles de interacción y profundidad se correspondieron con las mayores mejoras de los trabajos. Ello abre posibilidades futuras sobre el uso de foros virtuales al integrar la modelización en el aprendizaje de las matemáticas en cursos universitarios.

  • English

    Mathematical modelling allows students to associate their learning with real situations. This paper analyzes an experience with engineering students when they were developing a mathematical modelling project using virtual forums, which considers the levels of interaction and depth of their messages and the influence of those forums on the modifications made to improve their work. The results mainly reflect that medium levels of interaction and low levels of depth were achieved, that the level of interaction depended on how the experience was performed, and that the highest levels of interaction and depth corresponded to the greatest improvements in the work. This opens up for future possibilities in the use of virtual forums by integrating modelling into university-level mathematics learning.

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