Collaborative work in a virtual environment for the learning mathematics of engineering students. Difficulties and didactic challenges

Abstract

To design an educational proposal in the virtual field implies giving an instrumental role to cooperative learning (Schwartzman, 2009), leading to changes and the rupture of the traditional educational model based mainly in the transmission of knowledge. According to Gros (2000), the cooperation is an interactive structure designed to make goals easier to achieve, where the exchange of ideas, the analysis, the discussion between students and the feedback gains importance. In the study framework 24 teenagers, who belonged to rururban marginal high schools, were accompanied in their enrollment to engineering degrees in the UNRN to the virtual learning modality. The investigatory, explorative approach was qualitative and quantitative, taking into consideration the reaches, limits, and potentiality of a virtual proposal linked to the mathematic field. The discoveries demonstrate the creation of educative strategies that integrate technologies and improve the learning process.