Ítem publicado en memoria de congreso
Permanent URI for this collectionhttps://hdl.handle.net/11285/345355
Ponencia o intervención presentada en un congreso incluida en la memoria del evento.
Browse
Search Results
- Data analytics to predict dropout in a MOOC course on energy sustainability(2021-09-20) Riofrío Calderón, Gioconda; Ramírez Montoya, María Soledad; Rodríguez Conde, María José; Instituto Tecnológico y de Estudios Superiores de Monterrey; University of BarcelonaMassive open online courses (MOOCs) offer multiple advantages and vast training possibilities in diverse topics for millions of people worldwide to continue their education. However, dropout rates are high; thus, it is important to continue investigating the reasons for dropout to implement new and better strategies to increase course completions. The present study aimed to analyze the data of a MOOC class on energy sustainability to know why students drop out, identify causes, and predict dropouts in future courses. The method used was Knowledge Discovery in Databases to analyze association rules in the data. Using the Mexico X platform, an initial, validated survey instrument was applied to 1506 students enrolled in the MOOC course "Conventional Clean Energy and its Technology." The results indicated that association rules allowed identifying participants' behavior according to the type of responses with a determined confidence level. Also, the association rules were appropriate for working with a large amount of data. In the present case, results of up to 86% confidence were obtained based on the rules. This research can be of value to decision-makers, teachers, researchers, designers, and those interested in large-scale training environments
- Validation of instruments to measure social entrepreneurship competence. The OpenSocialLab project(2020-04-28) García-González, Abel; Ramírez-Montoya, María-Soledad; Romero-Rodríguez, José María; Romero-Rodríguez, Luis Miguel; Tecnologico de MonterreyEducation within universities should consider the promotion of training activities aimed at training people who are creative, innovative, enterprising and aware of their environment and needs. The purpose of this paper is to present the preliminary results of the piloting of three instruments for a methodological proposal aimed at measuring the level of mastery scaled by students of undergraduate and graduate courses, in terms of social entrepreneurship skills. Thus, the instruments were validated through various strategies such as expert judgement, non-participating observation, statistical validity and reliability. Furthermore, the piloting takes place within the framework of a mixed method, since the data collection instruments were the focus group, the questionnaire and the semi-structured interview. The sample participating in the validation was different, depending on the instrument piloted: focus group (n = 5), questionnaire (n = 98) and interview (n = 4). Finally, the contributions of this work can be of value in studying social entrepreneurship.
- Mathematical Modeling in the Educational Field: a Systematic Literature Review(2019-10-16) Rodríguez Gallegos, Ruth; Acebo Gutiérrez, Claudia Jaqueline; Instituto Tecnológico de MonterreyFor more than forty years, mathematical modeling has assumed great importance in the educational field. The growing interest in modeling is related to students' need to understand and use mathematics in daily life and the ineffectiveness of traditional mathematics teaching to achieve success. This strategy of focusing on real-world problems and bringing them to the world of mathematics so they can be solved has evolved from the increased interest in modeling. Based on several studies, researchers say that the method of teaching mathematics to students promotes and maintains the motivation for their learning and the study of professional careers related to science, technology, engineering, and mathematics. The purpose of this paper is to present the results of a literature review on mathematical modeling in the educational field. Information was obtained about authors with the greatest number of publications on the subject, the most cited articles, the journals with the greatest number of publications, and the types of participants in the studies analyzed. Classifications of the research articles reviewed were done in accordance with the theoretical perspectives of mathematical modeling and with their purpose in mathematics education. A total of 70 articles were analyzed from which it was found that 50% of the studies start with a theoretical educational theoretical perspective; the use of modeling as a vehicle to teach Mathematics was found in 96% of the studies; the other 4% consider modeling as a purpose.
- Theoretical and Methodological Proposal on the Development of Critical Thinking through Mathematical Modeling in the Training of Engineers(2019-10-16) Acebo, Claudia Jaqueline; Rodríguez Gallegos, Ruth; Instituto Tecnológico de MonterreyThe present work constitutes a research advance, which takes up previous work where the teaching of Mathematics in higher education is modified through experimentation in the classroom using the modeling of real phenomena and / or simulation. The idea is to rethink Mathematical modeling as a didactic strategy that aims to develop not only disciplinary but also transversal competencies such as Critical Thinking. A review of ideas around Critical Thinking is shown, and this is intended to show that Mathematical modeling can help develop this competency in the Mathematics classroom. A theoretical proposal of how we conceive Mathematical modeling and methodological proposals is presented along with elements to look at these processes in the classroom. Considering that this study focuses on the study of the articulation of mathematical modeling as a didactic strategy and on critical thinking, based on mathematical modeling activities, the level of critical thinking of engineering students who perform these modeling activities in a Differential Equations course will be evaluated.
- Towards a Full Integration of Physics and Math Concepts: Words vs Meanings(2019-06-24) Hernández Armenta, Itzel; de la Garza, Jorge Eugenio; Dominguez, Angeles; Instituto Tecnológico y de Estudios Superiores de MonterreyMathematics and physics concepts have been closely interrelated since their formal beginnings in ancient times. Moreover, from a wide variety of perspectives, it is possible to identify that the understanding of physics progressed as more complex mathematical ideas became available. In pedagogical practice, there are many instances where the teaching of one of these disciplines might obstruct the understanding of the other; this problem, combined with the difficulty of teaching them inside or outside a classroom, produces a ripe opportunity for educative improvement. After a significant experience of teaching an integrated physics-math course for freshmen undergraduate students, a number of inconsistencies were identified and previously reported. One of those inconsistencies is a trap rooted in language, and it creates worrying cognitive conflicts that interfere with students’ learning. Specifically, the use by teachers of different names for the same concepts or ideas (perhaps because they look to relate specific concepts to everyday language) might be helping misconceptions to prevail. In this work, the authors focused on the analysis of terms like mass, force, and torque. To do this, they analyzed various research sources and texts to identify the roots of different names for similar concepts and their uses, and they considered the consequences of differing terminology and meaning to the construction of complex thinking. Raising awareness about the inconsistencies of terminology in mathematics and physics and the resulting consequences is the primary objective of this study. This work was motivated by an authentic concern to facilitate the learning and comprehension of these subjects by students. Accordingly, the authors issue a call for action for a transformation in the teaching and learning of physics and mathematics through reflection on better use of terminology in these fields, so that the terms are negotiated between the disciplines, which results in precise descriptions of what is being taught, free of inconsistencies, confusion, and conflict.