Juego de realidad alternativa para las matemáticas en educación superior desde la percepción estudiantil de las prácticas de enseñanza
This article analyzes the perceptions and preferences that first-semester students have of the technological programs of the Engineering and Business Sciences faculties of the Antonio José Camacho University Institution - Colombia (UNIAJC for its acronym in Spanish), on the teaching strategies of ma...
- Autores:
-
López-Mera, Diego Darío
Hernández-Montoya, Brayan Camilo
Suarez Chavez, Sandra Esther
Archila-Gutiérrez, Ana Catalina
Pérez Rojas, Eider Hernán
OSORNO TABORDA, SANDRA VIVIANA
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2019
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/5897
- Acceso en línea:
- https://hdl.handle.net/11323/5897
https://doi.org/10.17981/cultedusoc.10.2.2019.10
https://repositorio.cuc.edu.co/
- Palabra clave:
- Aprendizaje basado en juegos
Educación matemática
Estrategias de enseñanza
Juego de realidad alternativa
Percepción estudiantil
Alternate reality game
Game based learning
Mathematics education
Student perception
Teaching strategies
- Rights
- openAccess
- License
- CC0 1.0 Universal
| Summary: | This article analyzes the perceptions and preferences that first-semester students have of the technological programs of the Engineering and Business Sciences faculties of the Antonio José Camacho University Institution - Colombia (UNIAJC for its acronym in Spanish), on the teaching strategies of mathematics applied by students. Teachers in Mathematics courses 1. The inquiry corresponds to a pedagogical initiative focused on the development of an Alternative Reality Game (ARG) that allows the learning of mathematics in a playful and unconventional way. For the development of the ARG and adaptability to the educational context, students are consulted on their literary, cinematographic, videogame and social problems of greater importance, closely related to their context. The results in attention to the variables worked allow to elaborate a first narrative structure of the ARG. It is concluded that the design and development of an educational proposal based on an ARG must always be related to the needs and per-ceptions of the learning subject. |
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