Estrategia tecnológica para nivelar los presaberes matemáticos en la educación superior

Abstract

Las Tecnologías de la Información y la Comunicación (TIC) permiten utilizar en el ámbito educativo espacios digitales que poseen metodologías innovadoras y creativas para potenciar el aprendizaje de los estudiantes en diferentes áreas del conocimiento. De otro lado, las altas tasas de deserción y repetición en las asignaturas del área de matemáticas en los primeros semestres académicos de la educación superior evidencian, entre otras posibles causas, el bache formativo en los presaberes matemáticos de los estudiantes de nuevo ingreso. El objetivo de este estudio es implementar una prueba piloto del uso de la plataforma online KHAN ACADEMY en estudiantes de nuevo ingreso de una Institución de Educación Superior (IES) colombiana con el fin de fomentar estrategias de mejora que favorezcan los objetivos académicos de los estudiantes en el área de matemáticas. Se concluye que es posible ofrecer a los estudiantes de nuevo ingreso un entrenamiento virtual en el que pueden reforzar los presaberes matemáticos del bachillerato mediante el uso de KHAN ACADEMY, contando con el apoyo activo de los docentes.

Performance and mathematical self-concept in university students using Khan Academy

“…Among the limitations of the study, it is worth noting that despite the large sample size, it was not a census study, and the sample selection was not random but was affected by the student information available. This may hide important information from those who did not respond to the mathematical self-concept questionnaire, although the results about the relationship between performance and the online training were from the full cohort in [ 8 ], and the difference in terms of average performance is less than .4 points in the score (statistically significant), favorable to those in the subsample considered here. Additionally, since it was not a randomized controlled trial, results, even when being relevant, cannot be generalized to all the Colombian university population.…”

“…Based on Khan Academy's facilities, students had access to videos, interactive exercises, and instant feedback that allowed them to reinforce their prior learning in mathematics individually and at their own pace. A previous study [ 8 ] found the effectiveness of this online training in terms of mathematical learning, with the active support of teachers. With the present study, the aim was to go further, identifying the various factors that could affect academic performance, opting for a social, technological, and personal perspective to examine the students' perceptions of their mathematical skills.…”

“…The present research focuses on the effects of an online training on performance and mathematical self-concept of new students enrolled at one HEI, which was designed and implemented mediated by the Khan Academy platform, with the aim of bringing new students' prior math knowledge gaps [ 8 ]. The training covered 8 topic units and 104 skills distributed as follows: Fundamentals (31 skills), Algebraic expressions (10 skills), Expressions with exponents (11 skills), Quadratics and polynomials (12 skills), Linear equations and inequalities (14 skills), 2 × 2 Equation systems (7 skills), Geometry and equations (6 skills), and Line and Slope charts (12 skills).…”

“…In particular, Khan Academy has led to more students all over the world being more self-confident about their mastery of mathematics skills [ 35 ]. The study by [ 8 ] showed, with a different sample in the same HEI, that online training significantly improved academic performance for students who followed it compared to those who did not, and that the more progress the students made in the online training, the better the academic performance.…”