Modalidades de Instrucción en el Rendimiento Académico de los Estudiantes de Matemáticas: Retos y Estrategias de Enseñanza
DOI:
https://doi.org/10.48017/dj.v10i4.3570Palabras clave:
Modalidade de instruciones, Cambios de estudiantes, Estrrategias de ensinanzaResumen
La adopción de diferentes modalidades de enseñanza para mantener el aprendizaje matemático se vio impulsada por la epidemia de COVID-19. Para investigar las disparidades en el rendimiento matemático entre las clases en línea, híbridas y presenciales, así como las dificultades de aprendizaje y las tácticas de enseñanza del profesorado, este estudio utilizó un diseño secuencial explicativo de métodos mixtos que integró análisis cuantitativos y cualitativos. Las calificaciones oficiales en tres cursos de matemáticas cursados por el mismo grupo de 44 estudiantes de la Licenciatura en Ciencias de la Computación a lo largo de tres semestres sirvieron como datos cuantitativos. Los resultados de la prueba Friedman con una prueba post hoc revelaron que el rendimiento varió significativamente entre las modalidades, siendo las clases presenciales las que obtuvieron los mejores resultados. La fase cualitativa reveló problemas recurrentes como la disponibilidad errática de internet, el uso restringido de dispositivos y la dificultad para adaptarse a los diferentes horarios de clase. El profesorado de matemáticas abordó estos problemas con procedimientos flexibles de entrega de clases, recursos digitales y grabaciones de las clases. El estudio concluyó que, si bien diversas modalidades pueden mejorar el aprendizaje de las matemáticas, la educación presencial sigue siendo la más eficaz, ya que permite una interacción más completa y una retro-alimentación instantánea. Esta conclusión se sustenta en los marcos de Comunidad de Indagación y Aprendizaje Constructivista. Los hallazgos recomiendan la creación de herramientas probadas para medir las dificultades de los estudiantes y vincularlas con el rendimiento académico, además de brindar ideas para crear entornos de aprendizaje adaptables.
Métricas
Citas
Adarkwah, M. A. (2021). I’m not against online teaching, but what about us? ICT teachers’ concerns during COVID-19. Education and Information Technologies, 26(6), 7579–7598. https://doi.org/10.1007/s10639-021-10772-8
Allen, I. E., & Seaman, J. (2017). “Digital Learning Compass: Distance Education Enrollment Report 2017”. Babson Survey Research Group.
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554
Biehler, R. (2024). New trends in didactic research in university mathematics education. Research in Mathematics Education, 26(1), 1–15. https://doi.org/10.1007/s11858-024-01643-2
Bringula, R., Reguyal, J.J., Tan, D.D., & Ulfa, S. (2021). Mathematics Self-concept and Challenges of Learners in an online learning environment during the COVID-19 Pandemic. Smart Learn. Environ. 8, 22. https://doi.org/10.1186/s40561-021-00168-5.
Boholano, G. S. (2021). Technology-based teaching and learning in junior high school. International Studies in Educational Administration, 49(1), 98–112. https://doi.org/10.5937/IstrPed2101098B
Burns, K., Duncan, M. Sweeney II, D. C., North, J. W., & Ellegood, W. A. (2013). A longitudinal comparison of course delivery modes of an introductory Information Systems Course and their impact on a subsequent Information Systems course. MERLOT Journal of Online Learning and Teaching, 9(4), 453‐ 467.Retrieved from http://jolt.merlot.org/vol9no4/burns_1213.pd
Dela Cruz, M. T., & Lapinid, R. L. (2023). Video lessons via YouTube channel as mathematics interventions in modular distance learning. Contemporary Mathematics and Science Education, 3(1), ep22001. https://doi.org/10.30935/conmaths/11468
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Dietrich, H., & Evans, T. (2022). Traditional lectures versus active learning – A false dichotomy? STEM Education, 2(4), 275–292. https://doi.org/10.3934/steme.2022017
Ferri, F., Grifoni, P., & Guzzo, T. (2023). Lessons learned during COVID-19 and future perspectives for emerging technology in education. Sustainability, 15(14), 10747. https://doi.org/10.3390/su151410747
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105.
Hodges CB, Moore S, Lockee BB, Trust T, Bond MA (2020). The difference between emergency remote teaching and online learning. Educause Review 7:1–12
J. Umoh and E. Akpan (2014). Challenges of Blended E-Learning Tools in Mathematics: Students’ Perspectives University of Uyo. Journal of Education and Learning, 3.
Keese J, McIntosh. K, & Waxman, H., (2022). Teaching through a crisis: the remote education experiences of PK–12 teachers during COVID-19 campus closures. Technol Pedagogy Educ 31:1–17
Kraft MA, Simon NS, Lyon MA (2020). Sustaining a sense of success: the importance of teacher working conditions during the COVID-19 pandemic. Working Paper: 20-279. Annenberg Institute at Brown University
Kuhfeld M, Tarasawa B (2020). The COVID-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement. NWEA. https://www.nwea. org/content/uploads/2020/05/Collaborative-Brief_Covid19-Slide-APR20.pdf
Li, K. C., Wong, B. T. M., Kwan, R., Chan, H. T., Wu, M. M. F., & Cheung, S. K. S. (2023). Evaluation of hybrid learning and teaching practices: The perspective of academics. Sustainability, 15(8), 6780. https://doi.org/10.3390/su15086780
Li, Q. (2025). Factors influencing positive perceptions of hybrid teaching in higher education. Educational Technology & Online Learning, 8(1), 1–15. https://doi.org/10.1186/s41239-025-00521-5
Li, K., Uvah, J., & Amin, R. (2012). Predicting Students' Performance in Elements of Statistics. US-China Education Review, 10, 875-884. Retrieved from http://files.eric.ed.gov/fulltext/ED537981.pdf
Liang, L. (2025). Application of mixed teaching method to enhance student engagement. ScienceDirect, 15(4), 234–245. https://doi.org/10.1016/j.sciedu.2025.04.005
Mseleku, Z. (2022). A systematic review of online teaching and learning of mathematics during the COVID-19 pandemic. Education and Information Technologies, 27, 4155–4182. https://doi.org/10.1007/s10639-022-11065-4
Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1-6.
Ocak, M. (2020). What do we learn about distance education during COVID-19? EPALE–Electronic platform for adult learning in Europe. https://epale.ec.europa.eu/en/blog/what-we-learned-about-distanceeducation-during-covid-19 (accessed on 2 July 2021).
Qin, Y. (2025). A long-term study on the effectiveness and essence of hybrid learning. Journal of Educational Technology & Online Learning, 3(2), 45–58. https://doi.org/10.1080/2331186X.2025.2554314
Rapanta, C., Botturi, L., Goodyear, P., & Guardia, L. (2021). Online university teaching during and after the COVID-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 3(2), 1–23. https://doi.org/10.1007/s42438-021-00223-7
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Voon, BWN., Wong, LS., Razali, SMb, (2014). Online Mathematics Learning in Tertiary Education: A Study on Students’ Behavior. Academic Research International Vol. 5(5). ISSN: 2223-9944.
Zhang, X. (2023). Student-centered case-based teaching and online–offline hybrid learning. Educational Technology & Online Learning, 6(2), 123–135. https://doi.org/10.1186/s41239-022-00374-2
Zielinski, M. (2023). University mathematics lecturing as modelling mathematical discourse. Research in Mathematics Education, 25(1), 1–17. https://doi.org/10.1007/s40753-021-00137-w
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Robert Jan Bayan
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
O periodico Diversitas Journal expressa que os artigos são de unica responsabilidade dos Autores, conhecedores da legislação Brasileira e internacional. Os artigos são revisados pelos pares e devem ter o cuidado de avisar da possível incidencia de plagiarismo. Contudo o plagio é uma ação incontestavel dos autores. A Diversitas Journal não publicará artigos com indicios de Plagiarismos. Artigos com plagios serão tratados em conformidade com os procedimentos de plagiarismo COPE.
A violação dos direitos autorais constitui crime, previsto no artigo 184, do Código Penal Brasileiro:
“Art. 184 Violar direitos de autor e os que lhe são conexos: Pena – detenção, de 3 (três) meses a 1 (um) ano, ou multa. § 1o Se a violação consistir em reprodução total ou parcial, com intuito de lucro direto ou indireto, por qualquer meio ou processo, de obra intelectual, interpretação, execução ou fonograma, sem autorização expressa do autor, do artista intérprete ou executante, do produtor, conforme o caso, ou de quem os represente: Pena – reclusão, de 2 (dois) a 4 (quatro) anos, e multa.”
