Calidad del apoyo para el aprendizaje de las matemáticas en la transición a la Universidad.

Maria Pampaka, Graeme Hutcheson, Julian Williams

Resumen

Este artículo muestra el desarrollo y la validación de un instrumento de medida de las percepciones de los estudiantes de secundaria acerca de, la calidad y la eficacia del apoyo para el aprendizaje de las matemáticas, en el proceso de transición a la educación superior. Para ello, se ha llevado a cabo un análisis cuantitativo de los datos obtenidos mediante un estudio de encuesta que, tomando algunos modelos de predicción, ha conjugado otros datos derivados de entrevistas. La validación de constructo de la medida se ha realizado mediante el RSM (Rating Scale Model) de Rasch. Los resultados incluyen estadísticos de ajuste y de categorías, así como la jerarquización del constructo con algunos extractos de los datos de las entrevistas. El artículo finaliza aportando las principales implicaciones educativas que se derivan de este proceso, mostrando ejemplos de cómo esta medida puede ser utilizada para obtener resultados prácticos importantes sobre el apoyo en el aprendizaje de las matemáticas en los procesos de transición educativa.

 

 


Palabras clave

Educación superior; Transiciones; Educación matemática; Educación científico-tecnológica y matemática; Enseñanza y aprendizaje de calidad; Medida; Modelo de Rasch

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1. Contextualising degree-level achievement: an exploration of interactions between gender, ethnicity, socio-economic status and school type at one large UK university
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Research in Post-Compulsory Education  vol: 22  num.: 4  primera página: 455  año: 2017  
doi: 10.1080/13596748.2017.1381287



Esta obra está bajo una Licencia Creative Commons Atribución-NoComercial-SinDerivar 4.0 Internacional.

e-ISSN: 1887-4592   https://doi.org/10.4995/redu