Learning styles for algebra concepts: The case of engineering students at the Universidad de Santander (Valledupar, Colombia)

Abstract

The objective of this research was to evaluate the learning styles for algebra concepts of the students of the industrial engineering program of the University of Santander, Valledupar, Cesar, Colombia. A descriptive study was developed, consisting of 40 algebra students and 6 mathematics teachers, the questionnaire is self-administered elaborated with a dichotomous scale for the student and for interpretation of the means, a scale was designed based on a scale between zero and five that reveals the score obtained in said test, the styles studied were active, reflective, theoretical and pragmatic. Concluding that the predominant style is the pragmatic and theoretical, which allowed to select and apply strategies aimed at generating interactivity between students and teachers around the knowledge of algebra.

Learning and Teaching Styles in a Public School with a Focus on Renewable Energies

“…In this sense, the optimization of each learning process requires knowledge about the learning style of each student, thus serving as a base input for the design of teaching and learning strategies. The current evidence refers to the fact that the student learns best when he is instructed considering her predominant learning style [25].…”