Effect of training in self-regulation for learning mathematics
This document evidences the need of incorporating a pedagogical strategy in a B-learning environment which works as a framework for the development of the self-regulation capacity in accordance with the academic performance of mathematics. The interest of creating approach to this problem is to obse...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6695
- Fecha de publicación:
- 2017
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13455
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/6167
https://repositorio.uptc.edu.co/handle/001/13455
- Palabra clave:
- learning
academic performance
educational autonomy
pedagogical support
information technologies
aprendizaje
rendimiento académico
autonomía educativa
apoyo pedagógico
tecnologías de la información
apprentissage
réussite scolaire
l’autonomie pédagogique
soutien à l’éducation
la technologie de l’information
aprendizagem
desempenho escolar
autonomia educacional
apoio educacional
tecnologias da informação
- Rights
- License
- http://purl.org/coar/access_right/c_abf196
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| dc.title.en-US.fl_str_mv |
Effect of training in self-regulation for learning mathematics |
| dc.title.es-ES.fl_str_mv |
Efecto del entrenamiento en autorregulación para el aprendizaje de la matemática |
| dc.title.fr-FR.fl_str_mv |
Effet de la formation d’autorégulation pour l’apprentissage des mathématiques |
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Efeito do treinamento de autorregulação para a aprendizagem da matemática |
| title |
Effect of training in self-regulation for learning mathematics |
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Effect of training in self-regulation for learning mathematics learning academic performance educational autonomy pedagogical support information technologies aprendizaje rendimiento académico autonomía educativa apoyo pedagógico tecnologías de la información apprentissage réussite scolaire l’autonomie pédagogique soutien à l’éducation la technologie de l’information aprendizagem desempenho escolar autonomia educacional apoio educacional tecnologias da informação |
| title_short |
Effect of training in self-regulation for learning mathematics |
| title_full |
Effect of training in self-regulation for learning mathematics |
| title_fullStr |
Effect of training in self-regulation for learning mathematics |
| title_full_unstemmed |
Effect of training in self-regulation for learning mathematics |
| title_sort |
Effect of training in self-regulation for learning mathematics |
| dc.subject.en-US.fl_str_mv |
learning academic performance educational autonomy pedagogical support information technologies |
| topic |
learning academic performance educational autonomy pedagogical support information technologies aprendizaje rendimiento académico autonomía educativa apoyo pedagógico tecnologías de la información apprentissage réussite scolaire l’autonomie pédagogique soutien à l’éducation la technologie de l’information aprendizagem desempenho escolar autonomia educacional apoio educacional tecnologias da informação |
| dc.subject.es-ES.fl_str_mv |
aprendizaje rendimiento académico autonomía educativa apoyo pedagógico tecnologías de la información |
| dc.subject.fr-FR.fl_str_mv |
apprentissage réussite scolaire l’autonomie pédagogique soutien à l’éducation la technologie de l’information |
| dc.subject.pt-BR.fl_str_mv |
aprendizagem desempenho escolar autonomia educacional apoio educacional tecnologias da informação |
| description |
This document evidences the need of incorporating a pedagogical strategy in a B-learning environment which works as a framework for the development of the self-regulation capacity in accordance with the academic performance of mathematics. The interest of creating approach to this problem is to observe the effect of training students with the self-regulation system which is incorporated in a B-learning environment. To achieve this, the interaction among pedagogical environment (independent variable), academic performance, and self-regulation were explored. 56 students participated, men and women of the first semester who were attending a basic mathematics improvement workshop. The data were developed based on an ANCOVA analysis. The results showed consistently that self-regulation training benefits students’ learning, and as a consequence academic performance improves |
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2017 |
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2024-07-05T19:04:24Z |
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2024-07-05T19:04:24Z |
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2017-01-03 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_6695 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/6167 10.19053/22160159.v8.n16.2017.6167 |
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https://repositorio.uptc.edu.co/handle/001/13455 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/6167 https://repositorio.uptc.edu.co/handle/001/13455 |
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10.19053/22160159.v8.n16.2017.6167 |
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spa |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/6167/5249 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 8 No. 16 (2017): Didáctica, Aprendizaje y Escritura; 35 - 56 |
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Praxis & Saber; Vol. 8 Núm. 16 (2017): Didáctica, Aprendizaje y Escritura; 35 - 56 |
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Praxis & Saber; Vol. 8 No 16 (2017): Didáctica, Aprendizaje y Escritura; 35 - 56 |
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Praxis & Saber; V. 8 N. 16 (2017): Didáctica, Aprendizaje y Escritura; 35 - 56 |
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Praxis & Saber; v. 8 n. 16 (2017): Didáctica, Aprendizaje y Escritura; 35 - 56 |
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2462-8603 2216-0159 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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2017-01-032024-07-05T19:04:24Z2024-07-05T19:04:24Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/616710.19053/22160159.v8.n16.2017.6167https://repositorio.uptc.edu.co/handle/001/13455This document evidences the need of incorporating a pedagogical strategy in a B-learning environment which works as a framework for the development of the self-regulation capacity in accordance with the academic performance of mathematics. The interest of creating approach to this problem is to observe the effect of training students with the self-regulation system which is incorporated in a B-learning environment. To achieve this, the interaction among pedagogical environment (independent variable), academic performance, and self-regulation were explored. 56 students participated, men and women of the first semester who were attending a basic mathematics improvement workshop. The data were developed based on an ANCOVA analysis. The results showed consistently that self-regulation training benefits students’ learning, and as a consequence academic performance improvesEste documento evidencia la necesidad de incorporar una estrategia pedagógica en un ambiente B-learning que sirve como un tipo de andamiaje para el desarrollo de la capacidad autorreguladora, en función de mejorar el rendimiento académico de las matemáticas. El interés de abordar esta problemática estuvo dirigido a observar el efecto de entrenar a los estudiantes con el sistema de autorregulación, incorporado en un ambiente B-learning, sobre el rendimiento académico. Para ello, se exploró la interacción entre el ambiente pedagógico (variable independiente), el rendimiento académico y la capacidad autorreguladora. Participaron 56 estudiantes, hombres y mujeres de primer semestre que cursaban un taller de mejoramiento de matemática básica. El tratamiento de los datos se realizó a partir de un análisis ANCOVA. Los resultados mostraron de manera consistente que el entrenamiento en autorregulación afecta positivamente el aprendizaje de los estudiantes y como consecuencia, el mejoramiento del rendimiento académico.Ce document met en évidence la nécessité d’intégrer une stratégie pédagogique dans un environnement B-learning qui sert comme une sorte de plateforme pour le développement de la capacité d’autorégulation, en fonction de l’amélioration du rendement des élèves en mathématiques. L’intérêt d’aborder cette question conduit à observer l’effet des étudiants en formation avec le système d’autorégulation intégré dans un environnement B-learning sur le rendement des élèves. A cet effet, a été observé l’interaction entre l’environnement d’apprentissage (variable indépendante), la réussite scolaire et de la capacité d’auto- égulation. 56 élèves ont participé, hommes et femmes du premier semestre qui coursé un atelier pour améliorer les mathématiques basiques. Le traitement des données a été réalisée à partir d’une analyse de covariance. Les résultats ont montré de façon constante que la formation en autorégulation a une incidence positive sur l’apprentissage des élèves et par conséquence une amélioration du rendement scolaire.Este documento destaca a necessidade de incorporar uma estratégia pedagógica em um ambiente B-learning que serve como uma espécie de andaime para o desenvolvimento da capacidade de autorregulação, em função de melhorar o desempenho escolar em Matemática. Interesse para abordar esta questão foi destinado a observar o efeito da formação de estudantes com sistema de autorregulação incorporado em um ambiente B-learning no desempenho do aluno. Para este fim, foi explorada a interação entre o ambiente de aprendizagem (variável independente), desempenho escolar e capacidade de autorregulação. 56 alunos participaram, homens e mulheres de primeiro semestre cursando um workshop para melhorar a matemática básica. O processamento de dados foi realizado a partir de uma análise ANCOVA. Os resultados mostraram de forma consistente que o treinamento em autorregulação impacta positivamente a aprendizagem dos alunos e melhora consequentemente o desempenho acadêmico.application/pdfspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/6167/5249Praxis & Saber; Vol. 8 No. 16 (2017): Didáctica, Aprendizaje y Escritura; 35 - 56Praxis & Saber; Vol. 8 Núm. 16 (2017): Didáctica, Aprendizaje y Escritura; 35 - 56Praxis & Saber; Vol. 8 No 16 (2017): Didáctica, Aprendizaje y Escritura; 35 - 56Praxis & Saber; V. 8 N. 16 (2017): Didáctica, Aprendizaje y Escritura; 35 - 56Praxis & Saber; v. 8 n. 16 (2017): Didáctica, Aprendizaje y Escritura; 35 - 562462-86032216-0159learningacademic performanceeducational autonomypedagogical supportinformation technologiesaprendizajerendimiento académicoautonomía educativaapoyo pedagógicotecnologías de la informaciónapprentissageréussite scolairel’autonomie pédagogiquesoutien à l’éducationla technologie de l’informationaprendizagemdesempenho escolarautonomia educacionalapoio educacionaltecnologias da informaçãoEffect of training in self-regulation for learning mathematicsEfecto del entrenamiento en autorregulación para el aprendizaje de la matemáticaEffet de la formation d’autorégulation pour l’apprentissage des mathématiquesEfeito do treinamento de autorregulação para a aprendizagem da matemáticainfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6695http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a279http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf196http://purl.org/coar/access_right/c_abf2Sanabria Rodríguez, Luis BayardoValencia Vallejo, Nilson GenaroIbáñez Ibáñez, Jaime001/13455oai:repositorio.uptc.edu.co:001/134552025-07-18 11:43:55.187metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |