A learning trajectory for university students regarding the concept of vector

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Armando Cuevas-Vallejo , José Orozco-Santiago , Sofía Paz-Rodríguez
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引用次数: 1

Abstract

This paper presents and evaluates a hypothetical learning trajectory by which students bridge the transition from elementary to university-level instruction regarding the concept of vector. The trajectory consists of an instructional sequence of five tasks and begins with a problem in context. Each task is carried out with the support of a Virtual Interactive Didactic Scenario, accompanied by exploration and guided learning sheets, in which the problem is introduced through the simulation of the movement of a robotic arm. This proposal was implemented at the beginning of the SARS-CoV-2 pandemic using various digital media. Two teaching experiments were carried out with engineering students at a Mexican public university. We present the hypothetical learning trajectory that should be followed toward solving the task, and contrast it in each case with the students’ actual learning trajectory. The results show that more than 70 % of the students successfully transitioned from the geometrical vector representation of elementary physics to the algebraic one.

大学生关于向量概念的学习轨迹
本文提出并评估了一个假设的学习轨迹,通过该轨迹,学生可以在向量概念的基础上从小学到大学的教学过渡。轨迹由五个任务的教学序列组成,并从上下文中的一个问题开始。每项任务都是在虚拟交互式教学场景的支持下完成的,伴随着探索和指导学习表,其中通过模拟机械臂的运动来引入问题。这项提议是在严重急性呼吸系统综合征冠状病毒2型疫情开始时使用各种数字媒体实施的。在墨西哥一所公立大学对工程系学生进行了两项教学实验。我们提出了解决任务时应该遵循的假设学习轨迹,并将其与学生的实际学习轨迹进行对比。结果表明,超过70%的学生成功地从初等物理的几何矢量表示过渡到了代数表示。
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来源期刊
Journal of Mathematical Behavior
Journal of Mathematical Behavior EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
17.60%
发文量
69
期刊介绍: The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.
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