Teaching Experience in a Virtual Math Course in COVID-19 Pandemic

Judith Rocha Gamez; Samantha Armijo Martinez

doi:doi:10.11648/j.ijsts.20210904.15

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Teaching Experience in a Virtual Math Course in COVID-19 Pandemic

Judith Rocha Gamez, Samantha Armijo Martinez

Published in International Journal of Science, Technology and Society (Volume 9, Issue 4)

Received: 26 July 2021 Accepted: 11 August 2021 Published: 26 August 2021

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Abstract

In this work we share the experience of a virtual mathematics course under the modality of competencies at the bachelor's level in the Clinical Chemical Biologist career that is taught at the Faculty of Medicine of the Autonomous University of Nuevo León. Through the use of the Moodle platform, it served us communication and technical support for the ponderable activities of the course and the Teams platform for virtual classes. Using Microsoft Teams we were able to establish contact with the students since by having video calls we can see them in a timely manner way when they are in the session, facilitating feedback on a concern or question. In addition, the Teams platform allowed us to create teams or rooms where, in isolation from the general group, they can work in teams of 6 people to perform the exercises collaboratively. In addition, by conducting evaluations with written exams in virtual form, time and costs could be reduced by facilitating the use of techniques to evaluate larger and more diversified groups, allowing the development of new forms of evaluation and their integration with other learning activities, as well as immediate feedback. based on its results, it offers greater opportunities to practice the knowledge and skills acquired. Finally, the main problem of evaluation in a virtual or remote environment is usually that of reliability, since "it can induce plagiarism" And this is eliminated by the supervision with the camera on while answering their written evaluations. The question arose if there would be a difference in the averages of the group that took the subject virtually against the averages of previous groups that took it in person. The grades obtained with the group from the August-December 2020 period (virtual classes) were compared to two groups from previous years 2019 and 2018 who attended the learning unit in person, observing a marked difference.

Published in	International Journal of Science, Technology and Society (Volume 9, Issue 4)
DOI	10.11648/j.ijsts.20210904.15
Page(s)	182-187
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Teaching, Virtual, Mathematics, Skills Development

References

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[2]	Márquez, G. (2020). Enseñar matemáticas en tiempos de pandemia. Blog de Educació nnexos. https://educacion.nexos.com.mx/?p=2353
[3]	E- Learning Masters (2017). Técnicas y estrategias de enseñanza virtual. http://elearningmasters.galileo.edu/2017/10/17/tecnicas-y- estrategias-de-ensenanza-virtual/
[4]	Cano, C. (2005). La evaluación del aprendizaje en ambientes virtuales. Congreso Nacional de Investigación Educativa. Entornos virtuales de aprendizaje. http://www.comie.org.mx/congreso/memoriaelectronica/v10/p df/area_tematica_07/ponencias/0275-F.pdf
[5]	Mendoza, H. (2019). El rol del docente de matemáticas en educación a distancia y virtual universitaria. Un estudio en la Universidad pedagógica y Tecnológica de Colombia. Formación Universitaria.
[6]	Torres, S. (2015). Laboratorio virtual de matemáticas como estrategia didáctica para fomentar el pensamiento lógico. Revista Academia y Virtualidad.
[7]	Delgado, P. (2020). La enseñanza de las matemáticas requiere una urgente reestructuración, señala nuevo reporte. Observatorio Instituto para El Futuro de la Educación. ITESM.
[8]	Juan, A. (2012). Aprendizaje virtual de las matemáticas. Revista de Universidad y Sociedad del conocimiento. Universities and Knowlegde Society Journal.
[9]	Templeaar, D. (2012). El papel de los exámenes formativos digitales en el aprendizaje virtual de matemáticas: un estudio de Caso en los Países Bajos. Revista de Universidad y sociedad del conocimiento. Universities and Knowlegde Society Journal.
[10]	Albano, G. (2012). Conocimientos destrezas y competencias un modelo para aprender matemáticas en un entorno virtual. Revista de Universidad y sociedad del conocimiento. Universities and Knowlegde Society Journal.
[11]	Blanco, M. (2012). Los cuestionarios del entorno Moodle: su contribución a la evaluación virtual formativa de los alumnos de matemáticas de primer año de las titulaciones de Ingeniería. Universities and Knowlegde Society Journal.
[12]	Cuypers, H. (2012). Teaching Mathematics Online: Emergent Technologies and Methodologies, editado por Ángel A. Juan, María A. Huertas, Sven Trenholm y Cristina Steegmann» [reseña en línea]. Revista de Universidad y Sociedad del Conocimiento (RUSC). vol. 9, n.º 1, págs. 184-189.
[13]	Collí, S. (2020). La enseñanza de las matemáticas: una reflexión sobre su transformación necesaria en tiempos de contingencia. Universidad Autónoma de Yucatán Mérida, Yucatán.
[14]	Laguna, M. (2020). Hacer matemáticas en tiempos de pandemia. Reflexiones para volver a la escuela. Educación Futura.
[15]	Ortíz, E. (2020). Impulsando la educación matemática a través de la tecnología durante y después de la pandemia. Blog BID, mejorando vidas.

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APA Style

Judith Rocha Gamez, Samantha Armijo Martinez. (2021). Teaching Experience in a Virtual Math Course in COVID-19 Pandemic. International Journal of Science, Technology and Society, 9(4), 182-187. https://doi.org/10.11648/j.ijsts.20210904.15

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ACS Style

Judith Rocha Gamez; Samantha Armijo Martinez. Teaching Experience in a Virtual Math Course in COVID-19 Pandemic. Int. J. Sci. Technol. Soc. 2021, 9(4), 182-187. doi: 10.11648/j.ijsts.20210904.15

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AMA Style

Judith Rocha Gamez, Samantha Armijo Martinez. Teaching Experience in a Virtual Math Course in COVID-19 Pandemic. Int J Sci Technol Soc. 2021;9(4):182-187. doi: 10.11648/j.ijsts.20210904.15

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@article{10.11648/j.ijsts.20210904.15,
  author = {Judith Rocha Gamez and Samantha Armijo Martinez},
  title = {Teaching Experience in a Virtual Math Course in COVID-19 Pandemic},
  journal = {International Journal of Science, Technology and Society},
  volume = {9},
  number = {4},
  pages = {182-187},
  doi = {10.11648/j.ijsts.20210904.15},
  url = {https://doi.org/10.11648/j.ijsts.20210904.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsts.20210904.15},
  abstract = {In this work we share the experience of a virtual mathematics course under the modality of competencies at the bachelor's level in the Clinical Chemical Biologist career that is taught at the Faculty of Medicine of the Autonomous University of Nuevo León. Through the use of the Moodle platform, it served us communication and technical support for the ponderable activities of the course and the Teams platform for virtual classes. Using Microsoft Teams we were able to establish contact with the students since by having video calls we can see them in a timely manner way when they are in the session, facilitating feedback on a concern or question. In addition, the Teams platform allowed us to create teams or rooms where, in isolation from the general group, they can work in teams of 6 people to perform the exercises collaboratively. In addition, by conducting evaluations with written exams in virtual form, time and costs could be reduced by facilitating the use of techniques to evaluate larger and more diversified groups, allowing the development of new forms of evaluation and their integration with other learning activities, as well as immediate feedback. based on its results, it offers greater opportunities to practice the knowledge and skills acquired. Finally, the main problem of evaluation in a virtual or remote environment is usually that of reliability, since "it can induce plagiarism" And this is eliminated by the supervision with the camera on while answering their written evaluations. The question arose if there would be a difference in the averages of the group that took the subject virtually against the averages of previous groups that took it in person. The grades obtained with the group from the August-December 2020 period (virtual classes) were compared to two groups from previous years 2019 and 2018 who attended the learning unit in person, observing a marked difference.},
 year = {2021}
}

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TY  - JOUR
T1  - Teaching Experience in a Virtual Math Course in COVID-19 Pandemic
AU  - Judith Rocha Gamez
AU  - Samantha Armijo Martinez
Y1  - 2021/08/26
PY  - 2021
N1  - https://doi.org/10.11648/j.ijsts.20210904.15
DO  - 10.11648/j.ijsts.20210904.15
T2  - International Journal of Science, Technology and Society
JF  - International Journal of Science, Technology and Society
JO  - International Journal of Science, Technology and Society
SP  - 182
EP  - 187
PB  - Science Publishing Group
SN  - 2330-7420
UR  - https://doi.org/10.11648/j.ijsts.20210904.15
AB  - In this work we share the experience of a virtual mathematics course under the modality of competencies at the bachelor's level in the Clinical Chemical Biologist career that is taught at the Faculty of Medicine of the Autonomous University of Nuevo León. Through the use of the Moodle platform, it served us communication and technical support for the ponderable activities of the course and the Teams platform for virtual classes. Using Microsoft Teams we were able to establish contact with the students since by having video calls we can see them in a timely manner way when they are in the session, facilitating feedback on a concern or question. In addition, the Teams platform allowed us to create teams or rooms where, in isolation from the general group, they can work in teams of 6 people to perform the exercises collaboratively. In addition, by conducting evaluations with written exams in virtual form, time and costs could be reduced by facilitating the use of techniques to evaluate larger and more diversified groups, allowing the development of new forms of evaluation and their integration with other learning activities, as well as immediate feedback. based on its results, it offers greater opportunities to practice the knowledge and skills acquired. Finally, the main problem of evaluation in a virtual or remote environment is usually that of reliability, since "it can induce plagiarism" And this is eliminated by the supervision with the camera on while answering their written evaluations. The question arose if there would be a difference in the averages of the group that took the subject virtually against the averages of previous groups that took it in person. The grades obtained with the group from the August-December 2020 period (virtual classes) were compared to two groups from previous years 2019 and 2018 who attended the learning unit in person, observing a marked difference.
VL  - 9
IS  - 4
ER  -

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Author Information

Judith Rocha Gamez

Department of Analytical Chemistry, Autonomous University of Nuevo Leon, Nuevo Leon, Mexico
Samantha Armijo Martinez

Department of Analytical Chemistry, Autonomous University of Nuevo Leon, Nuevo Leon, Mexico

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Plain Text BibTeX RIS

APA Style

Judith Rocha Gamez, Samantha Armijo Martinez. (2021). Teaching Experience in a Virtual Math Course in COVID-19 Pandemic. International Journal of Science, Technology and Society, 9(4), 182-187. https://doi.org/10.11648/j.ijsts.20210904.15

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ACS Style

Judith Rocha Gamez; Samantha Armijo Martinez. Teaching Experience in a Virtual Math Course in COVID-19 Pandemic. Int. J. Sci. Technol. Soc. 2021, 9(4), 182-187. doi: 10.11648/j.ijsts.20210904.15

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AMA Style

Judith Rocha Gamez, Samantha Armijo Martinez. Teaching Experience in a Virtual Math Course in COVID-19 Pandemic. Int J Sci Technol Soc. 2021;9(4):182-187. doi: 10.11648/j.ijsts.20210904.15

Copy | Download

@article{10.11648/j.ijsts.20210904.15,
  author = {Judith Rocha Gamez and Samantha Armijo Martinez},
  title = {Teaching Experience in a Virtual Math Course in COVID-19 Pandemic},
  journal = {International Journal of Science, Technology and Society},
  volume = {9},
  number = {4},
  pages = {182-187},
  doi = {10.11648/j.ijsts.20210904.15},
  url = {https://doi.org/10.11648/j.ijsts.20210904.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsts.20210904.15},
  abstract = {In this work we share the experience of a virtual mathematics course under the modality of competencies at the bachelor's level in the Clinical Chemical Biologist career that is taught at the Faculty of Medicine of the Autonomous University of Nuevo León. Through the use of the Moodle platform, it served us communication and technical support for the ponderable activities of the course and the Teams platform for virtual classes. Using Microsoft Teams we were able to establish contact with the students since by having video calls we can see them in a timely manner way when they are in the session, facilitating feedback on a concern or question. In addition, the Teams platform allowed us to create teams or rooms where, in isolation from the general group, they can work in teams of 6 people to perform the exercises collaboratively. In addition, by conducting evaluations with written exams in virtual form, time and costs could be reduced by facilitating the use of techniques to evaluate larger and more diversified groups, allowing the development of new forms of evaluation and their integration with other learning activities, as well as immediate feedback. based on its results, it offers greater opportunities to practice the knowledge and skills acquired. Finally, the main problem of evaluation in a virtual or remote environment is usually that of reliability, since "it can induce plagiarism" And this is eliminated by the supervision with the camera on while answering their written evaluations. The question arose if there would be a difference in the averages of the group that took the subject virtually against the averages of previous groups that took it in person. The grades obtained with the group from the August-December 2020 period (virtual classes) were compared to two groups from previous years 2019 and 2018 who attended the learning unit in person, observing a marked difference.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Teaching Experience in a Virtual Math Course in COVID-19 Pandemic
AU  - Judith Rocha Gamez
AU  - Samantha Armijo Martinez
Y1  - 2021/08/26
PY  - 2021
N1  - https://doi.org/10.11648/j.ijsts.20210904.15
DO  - 10.11648/j.ijsts.20210904.15
T2  - International Journal of Science, Technology and Society
JF  - International Journal of Science, Technology and Society
JO  - International Journal of Science, Technology and Society
SP  - 182
EP  - 187
PB  - Science Publishing Group
SN  - 2330-7420
UR  - https://doi.org/10.11648/j.ijsts.20210904.15
AB  - In this work we share the experience of a virtual mathematics course under the modality of competencies at the bachelor's level in the Clinical Chemical Biologist career that is taught at the Faculty of Medicine of the Autonomous University of Nuevo León. Through the use of the Moodle platform, it served us communication and technical support for the ponderable activities of the course and the Teams platform for virtual classes. Using Microsoft Teams we were able to establish contact with the students since by having video calls we can see them in a timely manner way when they are in the session, facilitating feedback on a concern or question. In addition, the Teams platform allowed us to create teams or rooms where, in isolation from the general group, they can work in teams of 6 people to perform the exercises collaboratively. In addition, by conducting evaluations with written exams in virtual form, time and costs could be reduced by facilitating the use of techniques to evaluate larger and more diversified groups, allowing the development of new forms of evaluation and their integration with other learning activities, as well as immediate feedback. based on its results, it offers greater opportunities to practice the knowledge and skills acquired. Finally, the main problem of evaluation in a virtual or remote environment is usually that of reliability, since "it can induce plagiarism" And this is eliminated by the supervision with the camera on while answering their written evaluations. The question arose if there would be a difference in the averages of the group that took the subject virtually against the averages of previous groups that took it in person. The grades obtained with the group from the August-December 2020 period (virtual classes) were compared to two groups from previous years 2019 and 2018 who attended the learning unit in person, observing a marked difference.
VL  - 9
IS  - 4
ER  -

Copy | Download