Virtual classroom as a teaching strategy that encourages the application of basic knowledge to minimize standard errors in learning mathematics
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Abstract
The high frequency with which students of the first semester of engineering make mistakes when they formulate, interpret, and solve a mathematical exercise is reason to consider whether if the implementation of a virtual classroom (that promotes the application of declarative, strategic and procedural knowledge) would allow to minimizes typical errors in the learning of mathematics.
The research’s design is descriptive, not experimental and transactional, dData were collected using an instrument applied both before and after using the resource, later they were and analyzed qualitatively and quantitatively. The percentage indices that measure the difference between the before and after the interaction with the virtual classroom were all positive, which led allowed to the conclusionde that the use of a digital resource helps to reduce some typical algebraic mistakes committed by students in a first course ofin mathematics.
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