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http://hdl.handle.net/10609/12329
Title: Teoría de la actividad y diseño de cursos virtuales: la enseñanza de matemáticas discretas en Ciencias de la Computación
Author: Ramírez, José
Juárez, Manuel
Remesal, Ana
Keywords: aprendizaje virtual;diseño didáctico;educación superior;matemática discreta;teoría de la actividad;habilidades matemáticas;e-learning;instructional design;higher education;discrete mathematics;activity theory;mathematical abilities;aprenentatge virtual;disseny didàctic;educació superior;matemàtica discreta;teoria de l'activitat;habilitats matemàtiques
Issue Date: 15-Jan-2012
Publisher: Universitat Oberta de Catalunya
Citation: Ramírez, José; Juárez, Manuel; Remesal, Ana (2012). "Teoría de la actividad y diseño de cursos virtuales: la enseñanza de matemáticas discretas en Ciencias de la Computación". RUSC. Revista de Universidad y Sociedad del Conocimiento, 2012, Vol. 9, núm 1.
Abstract: The aim of this article is to present a distance e-learning experience of mathematics in higher education. The course is offered as a remedial program for master's degree students of Computer Science. It was designed to meet the particular needs of the students entering the master's degree program, as a response to the lack of understanding of logical language which was identified in several previous cohorts of students at CENIDET. The course addresses mathematical abilities of comprehensive functional use of logical language as a basic ability to be developed for later successful participation in the Master of Computer Science and also for later use in professional contexts of Computer Engineering. Eighteen students distributed throughout Mexico volunteered to participate under the guidance of one instructor. The techno-pedagogical design of the course is grounded on two theoretical approaches. Content-related instructional decisions are supported by different concepts of the second generation of Activity Theory. The concept of Orienting Basis of an Action was particularly useful to define the skills the students were expected to develop. Instructional decisions related to the participants' interaction are underpinned by Slavin's Team Accelerated Instruction model. We present the course structure in detail and provide some student interaction excerpts in order to illustrate their learning progress.
Description: Peer reviewed
Language: Spanish
URI: http://hdl.handle.net/10609/12329
ISSN: 1698-580X
Appears in Collections:2012, vol. 9, n. 1

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