Efecto de un ambiente virtual de aprendizaje con andamiaje autorregulador sobre la ansiedad y el logro académico en matemáticas.

dc.contributorIbáñez Ibáñez, Jaime
dc.creatorSánchez Cañón, Bivian Angélica
dc.date.accessioned2022-05-06T15:57:17Z
dc.date.accessioned2022-09-23T16:16:28Z
dc.date.available2022-05-06T15:57:17Z
dc.date.available2022-09-23T16:16:28Z
dc.date.created2022-05-06T15:57:17Z
dc.date.issued2017
dc.identifierTO-21732
dc.identifierhttp://hdl.handle.net/20.500.12209/17296
dc.identifierinstname:Universidad Pedagógica Nacional
dc.identifierreponame: Repositorio Institucional UPN
dc.identifierrepourl: http://repositorio.pedagogica.edu.co/
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3492600
dc.description.abstractTrabajo de grado que se propone determinar el impacto que tiene sobre la ansiedad y el logro de aprendizaje en matemáticas un ambiente virtual de aprendizaje con andamiaje auto-regulador. Se abrieron dos grupos, uno trabajó con un ambiente virtual de aprendizaje con andamiaje auto-regulador y el otro con el mismo ambiente virtual pero sin este andamiaje; el tema central era Adición, Sustracción y Multiplicación Algebraica. Se entiende por ansiedad matemática como un sentimiento de pánico, impotencia, parálisis y desorganización mental que se origina cuando algunas personas requieren resolver un problema matemático o son expuestas a alguna situación de matemáticas. Este miedo baja el rendimiento, interfiere con el uso estratégico de las habilidades metacognitivas, desbarata los procesos de atención y cognitivos y afecta las fuentes de trabajo de la memoria que los estudiantes usan para resolver problemas matemáticos difíciles. El tipo de investigación fue cuasi experimental, ya que no hubo aleatorización de los sujetos a los grupos de tratamiento y control; los dos grupos contestaron una prueba pretes de ansiedad antes de implementar el proyecto y la misma prueba postes una vez finalizado éste; de la misma forma se hizo una prueba diagnóstica y una de conocimientos finales antes y después de implementar el proyecto; los resultados obtenidos se analizaron con el programa SPSS 22 y se sacaron las correspondientes conclusiones para dar respuesta al objetivo planteado.
dc.languagespa
dc.publisherUniversidad Pedagógica Nacional
dc.publisherMaestría en Tecnologías de la Información aplicadas a la Educación
dc.publisherFacultad de Ciencia y Tecnología
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dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.subjectAnsiedad matemática
dc.subjectLogro matemático
dc.subjectAprendizaje autorregulado
dc.subjectAndamiaje
dc.subjectAmbiente virtual de aprendizaje con andamiaje autorregulador
dc.titleEfecto de un ambiente virtual de aprendizaje con andamiaje autorregulador sobre la ansiedad y el logro académico en matemáticas.


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