Pub Date : 2018-09-29DOI: 10.6018/reifop.21.3.318301
Carlos Salavera Bordás, Pablo Usán
En la presente investigación, se evaluó a 1304 estudiantes de Secundaria (14-18 años) con el objetivo de analizar la relación entre uso del humor e inteligencia emocional. Los resultados muestran como los chicos hacen un mayor uso del humor y de la gestión de las emociones en sus relaciones sociales. El uso del humor no mostró efecto en Atención, mientras que el humor contraproducente presentó un efecto indirecto y significativo (B=.22, p<.005) con Comprensión y el humor de automejora mostró un efecto directo y significativo (B=.53, p<.001; R2=44.5%) con Regulación. Los datos mostraron como un 68.02% de los adolescentes mostraron bajos niveles de inteligencia emocional y del uso del humor. Como conclusión, afirmar que los datos de la investigación evidencian la necesidad de trabajar programas de entrenamiento en el uso del humor y la inteligencia emocional que les puedan proporcionar soporte emocional y servir en la gestión de conflictos.
本研究以1304名高中生(14-18岁)为研究对象，分析幽默运用与情商的关系。结果显示，男孩在社会关系中更多地使用幽默和情绪管理。使用幽默对注意力没有影响，而适得其反的幽默有间接和显著的影响(B=。22, p<.005)对自我提高的理解和情绪有直接和显著的影响(B=。53, p < 001;R2=44.5%)有调节。数据显示，68.02%的青少年情商和幽默使用水平较低。综上所述，本研究的数据表明，需要在使用幽默和情商方面进行训练，以提供情绪支持，并在冲突管理中服务。
{"title":"Uso del humor e inteligencia emocional en estudiantes de Secundaria","authors":"Carlos Salavera Bordás, Pablo Usán","doi":"10.6018/reifop.21.3.318301","DOIUrl":"https://doi.org/10.6018/reifop.21.3.318301","url":null,"abstract":"En la presente investigación, se evaluó a 1304 estudiantes de Secundaria (14-18 años) con el objetivo de analizar la relación entre uso del humor e inteligencia emocional. Los resultados muestran como los chicos hacen un mayor uso del humor y de la gestión de las emociones en sus relaciones sociales. El uso del humor no mostró efecto en Atención, mientras que el humor contraproducente presentó un efecto indirecto y significativo (B=.22, p<.005) con Comprensión y el humor de automejora mostró un efecto directo y significativo (B=.53, p<.001; R2=44.5%) con Regulación. Los datos mostraron como un 68.02% de los adolescentes mostraron bajos niveles de inteligencia emocional y del uso del humor. Como conclusión, afirmar que los datos de la investigación evidencian la necesidad de trabajar programas de entrenamiento en el uso del humor y la inteligencia emocional que les puedan proporcionar soporte emocional y servir en la gestión de conflictos.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"12 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2018-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71335256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-10DOI: 10.6018/REIFOP.21.2.323221
R. Romero, C. García
To overcome the ruptures of the educational model that influence the desertion in the university education system, we agreed to carry out an intervention by enrolling the indigenous and Afro-Colombian students admitted in 2006-II to the different engineering programs offered by the Universidad del Valle in the courses of calculation. The experience is given as an investigation-intervention process that was designed and implemented with the objective of providing an opportunity, real and not only legal to the students who enter the engineering plans due to ethnic exception condition, to access the knowledge scientific and technological aspects of the university.
{"title":"Políticas de integración en la educación universitaria. El caso de indígenas y afrocolombianos y el problema de la deserción","authors":"R. Romero, C. García","doi":"10.6018/REIFOP.21.2.323221","DOIUrl":"https://doi.org/10.6018/REIFOP.21.2.323221","url":null,"abstract":"To overcome the ruptures of the educational model that influence the desertion in the university education system, we agreed to carry out an intervention by enrolling the indigenous and Afro-Colombian students admitted in 2006-II to the different engineering programs offered by the Universidad del Valle in the courses of calculation. The experience is given as an investigation-intervention process that was designed and implemented with the objective of providing an opportunity, real and not only legal to the students who enter the engineering plans due to ethnic exception condition, to access the knowledge scientific and technological aspects of the university.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"21 1","pages":"109-123"},"PeriodicalIF":1.6,"publicationDate":"2018-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/REIFOP.21.2.323221","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44216835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-10DOI: 10.6018/REIFOP.21.2.323241
Ó. Díaz, L. F. M. Muñoz, M. L. S. Pastor
Physical Education, as a school subject, must respond to the educational demands of a complex and diverse society. In this framework, it is understandable to support on models focused on learning and not on teaching, which invites us to generate a renewal of approaches, models and methodological strategies. Active methodologies are an opportunity to respond to these new challenges. This article focuses on reviewing the state of the question about learning strategies in Physical Education, such as Project-Based Learning. The procedure used for the analysis, has focused on registering the projects, experiences and research published in different databases of restricted access and free access. Among the inclusion criteria, they were considered relevant to the subject, had scientific quality and relevance in the area of knowledge. Through the analysis carried out, we can point out the proliferation of experiences and research focused on Project-based Learning. The conclusions of the study reveal the commitment to improving the quality of learning in Physical Education, in addition to its orientation to contribute to the development of key competences.
{"title":"Análisis de la investigación sobre Aprendizaje basado en Proyectos en Educación Física","authors":"Ó. Díaz, L. F. M. Muñoz, M. L. S. Pastor","doi":"10.6018/REIFOP.21.2.323241","DOIUrl":"https://doi.org/10.6018/REIFOP.21.2.323241","url":null,"abstract":"Physical Education, as a school subject, must respond to the educational demands of a complex and diverse society. In this framework, it is understandable to support on models focused on learning and not on teaching, which invites us to generate a renewal of approaches, models and methodological strategies. Active methodologies are an opportunity to respond to these new challenges. This article focuses on reviewing the state of the question about learning strategies in Physical Education, such as Project-Based Learning. The procedure used for the analysis, has focused on registering the projects, experiences and research published in different databases of restricted access and free access. Among the inclusion criteria, they were considered relevant to the subject, had scientific quality and relevance in the area of knowledge. Through the analysis carried out, we can point out the proliferation of experiences and research focused on Project-based Learning. The conclusions of the study reveal the commitment to improving the quality of learning in Physical Education, in addition to its orientation to contribute to the development of key competences.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"21 1","pages":"27-42"},"PeriodicalIF":1.6,"publicationDate":"2018-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/REIFOP.21.2.323241","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47745660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-10DOI: 10.6018/REIFOP.21.2.323301
Verónica Basilotta Gómez-Pablos, Ana María Gómez Llorente, Ana García-Valcárcel Muñoz-Repiso, M. Rodríguez
Service-learning is a methodology that has steadily grown over the last decades. It is connected to the development of social and civic competences, which arouse learners’ interest in academic tasks. Nowadays, it is necessary to carry out researches that prove the results that are obtained when this methodology is implemented in real teaching contexts so that they allow guiding other initiatives and drawing conclusions that can be transferable to educational contexts. We present the results of a case study in which it is assessed the project ‘Atocha Solidaria’ that was developed in a high school in Madrid, Spain, and in which 13 teachers participated. The study analyses teachers’ perception about the project from a qualitative perspective. The instrument chosen to collect data was a semi-structured interview. The results obtained showed that the majority of teachers had a quite positive perception of the project, specifically, participants referred to its impact in students’ learning, in their motivation, and in the development of social and digital competences. Moreover, results showed teachers’ involvement and participation in the project, and school management team support.
{"title":"La percepción de los docentes de Bachillerato sobre un proyecto de aprendizaje-servicio. Un estudio de caso","authors":"Verónica Basilotta Gómez-Pablos, Ana María Gómez Llorente, Ana García-Valcárcel Muñoz-Repiso, M. Rodríguez","doi":"10.6018/REIFOP.21.2.323301","DOIUrl":"https://doi.org/10.6018/REIFOP.21.2.323301","url":null,"abstract":"Service-learning is a methodology that has steadily grown over the last decades. It is connected to the development of social and civic competences, which arouse learners’ interest in academic tasks. Nowadays, it is necessary to carry out researches that prove the results that are obtained when this methodology is implemented in real teaching contexts so that they allow guiding other initiatives and drawing conclusions that can be transferable to educational contexts. We present the results of a case study in which it is assessed the project ‘Atocha Solidaria’ that was developed in a high school in Madrid, Spain, and in which 13 teachers participated. The study analyses teachers’ perception about the project from a qualitative perspective. The instrument chosen to collect data was a semi-structured interview. The results obtained showed that the majority of teachers had a quite positive perception of the project, specifically, participants referred to its impact in students’ learning, in their motivation, and in the development of social and digital competences. Moreover, results showed teachers’ involvement and participation in the project, and school management team support.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"21 1","pages":"65-78"},"PeriodicalIF":1.6,"publicationDate":"2018-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/REIFOP.21.2.323301","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47992182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-10DOI: 10.6018/REIFOP.21.2.315011
Paloma Rodríguez Miñambres, A. Martínez, A. Robles, Ana Isabel Ugalde Gorostiza
The development of transversal skills in higher education requires new methodological approaches that overcome traditional barriers between disciplines. This challenge has been approached by the design and implementation of Interdisciplinary Modular Projects (IMP). This paper presents the evaluation instruments for an interdisciplinary teaching proposal that was implemented in a Primary Teacher Training Degree. To inform about the progress of students’ collaborative work, their final written report and the oral presentation, four rubrics were designed. In order to know the impact this methodology has on the development of the professional skills of teachers-to-be, a questionnaire was designed to collect their opinions. In addition, the evaluation of this methodology is presented, which was carried out during the second year of implementation, and took into account both students’ and lecturers’ opinion. The results highlight the importance of coordination between scholars and of an effective students’ guidance during the process, so they receive specific tutorials for the simulation, to link theory and practice and are given tools that help them prepare their IMP.
{"title":"Cómo evaluar una simulación de la metodología por proyectos a través del uso de rúbricas en el Grado de Educación Primaria","authors":"Paloma Rodríguez Miñambres, A. Martínez, A. Robles, Ana Isabel Ugalde Gorostiza","doi":"10.6018/REIFOP.21.2.315011","DOIUrl":"https://doi.org/10.6018/REIFOP.21.2.315011","url":null,"abstract":"The development of transversal skills in higher education requires new methodological approaches that overcome traditional barriers between disciplines. This challenge has been approached by the design and implementation of Interdisciplinary Modular Projects (IMP). This paper presents the evaluation instruments for an interdisciplinary teaching proposal that was implemented in a Primary Teacher Training Degree. To inform about the progress of students’ collaborative work, their final written report and the oral presentation, four rubrics were designed. In order to know the impact this methodology has on the development of the professional skills of teachers-to-be, a questionnaire was designed to collect their opinions. In addition, the evaluation of this methodology is presented, which was carried out during the second year of implementation, and took into account both students’ and lecturers’ opinion. The results highlight the importance of coordination between scholars and of an effective students’ guidance during the process, so they receive specific tutorials for the simulation, to link theory and practice and are given tools that help them prepare their IMP.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"21 1","pages":"43-63"},"PeriodicalIF":1.6,"publicationDate":"2018-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/REIFOP.21.2.315011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45571604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-10DOI: 10.6018/REIFOP.21.2.314201
Susana Merino Mañueco
The concepts of error and error correction have been considered a focus of attention in the teaching and learning of a second language (L2). One of the main goals in L2 teaching and learning research is to identify error-causing factors in student written productions. The identification of these factors is therefore becoming an essential part of professional teaching competence. As a consequence, the responsible academic institutions for teacher training must provide teachers the necessary training on error correction and feedback. In this paper we intend to conduct a theoretical review around the three components of professional teaching competence: knowledge, skills and attitudes of L2 teachers regarding error and error correction in written productions.
{"title":"Formación del profesorado con respecto al error y a su corrección en las producciones escritas de alumnos de L2: conocimientos, aptitudes y actitudes","authors":"Susana Merino Mañueco","doi":"10.6018/REIFOP.21.2.314201","DOIUrl":"https://doi.org/10.6018/REIFOP.21.2.314201","url":null,"abstract":"The concepts of error and error correction have been considered a focus of attention in the teaching and learning of a second language (L2). One of the main goals in L2 teaching and learning research is to identify error-causing factors in student written productions. The identification of these factors is therefore becoming an essential part of professional teaching competence. As a consequence, the responsible academic institutions for teacher training must provide teachers the necessary training on error correction and feedback. In this paper we intend to conduct a theoretical review around the three components of professional teaching competence: knowledge, skills and attitudes of L2 teachers regarding error and error correction in written productions.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"21 1","pages":"155-166"},"PeriodicalIF":1.6,"publicationDate":"2018-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/REIFOP.21.2.314201","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45544914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-10DOI: 10.6018/REIFOP.21.2.314731
J. Pulido, J. Rodríguez, M. Santana
The training of the university teacher in a topic that concerns universities, whose methodological approach is changing from a traditional conception of teaching to a more practical perspective. The objective of the work was to deepen in the planes that have different universities to form their teaching staff and to know points in common and divergent. The methodology focuses on the content analysis of the training plans of 36 universities. The results indicate that teacher training responds to different profiles and professional stages of the university teacher. The implications for practice are discussed.
{"title":"Las ramas de conocimiento en la formación del profesorado de la institución superior","authors":"J. Pulido, J. Rodríguez, M. Santana","doi":"10.6018/REIFOP.21.2.314731","DOIUrl":"https://doi.org/10.6018/REIFOP.21.2.314731","url":null,"abstract":"The training of the university teacher in a topic that concerns universities, whose methodological approach is changing from a traditional conception of teaching to a more practical perspective. The objective of the work was to deepen in the planes that have different universities to form their teaching staff and to know points in common and divergent. The methodology focuses on the content analysis of the training plans of 36 universities. The results indicate that teacher training responds to different profiles and professional stages of the university teacher. The implications for practice are discussed.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"21 1","pages":"167-178"},"PeriodicalIF":1.6,"publicationDate":"2018-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/REIFOP.21.2.314731","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44575968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-10DOI: 10.6018/REIFOP.21.2.311361
P. U. Supervía, C. S. Bordás, Elena Domper Buil
The aim of this research was to analyze the relationship between burnout, engagement and academic self-efficacy in a sample of 1756 students (M=14.47, SD=1.63) belonging to 12 secondary education highschools. The instruments used were the Spanish versions of the Maslach Burnout Inventory – Student Survey (MBI-SS), Utrecht Student Student Scale (UWES-S) and the Specific Perceived Self-Efficacy Scale of Academic Situations (EAPESA). The results showed inverse relationship between physical&emotional effort and cynicism with vigor and dedication in the same way those positive relationships between academic self-efficacy with vigor, dedication and task absorption, in a more adaptive behaviors. The importance of the promotion of adaptive behaviors that improve the well-being and academic life of the students in their educational centers is revealed.
{"title":"¿Cómo se interrelacionan las variables de burnout, engagement y autoeficacia académica? Un estudio con adolescentes escolares","authors":"P. U. Supervía, C. S. Bordás, Elena Domper Buil","doi":"10.6018/REIFOP.21.2.311361","DOIUrl":"https://doi.org/10.6018/REIFOP.21.2.311361","url":null,"abstract":"The aim of this research was to analyze the relationship between burnout, engagement and academic self-efficacy in a sample of 1756 students (M=14.47, SD=1.63) belonging to 12 secondary education highschools. The instruments used were the Spanish versions of the Maslach Burnout Inventory – Student Survey (MBI-SS), Utrecht Student Student Scale (UWES-S) and the Specific Perceived Self-Efficacy Scale of Academic Situations (EAPESA). The results showed inverse relationship between physical&emotional effort and cynicism with vigor and dedication in the same way those positive relationships between academic self-efficacy with vigor, dedication and task absorption, in a more adaptive behaviors. The importance of the promotion of adaptive behaviors that improve the well-being and academic life of the students in their educational centers is revealed.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"21 1","pages":"141-153"},"PeriodicalIF":1.6,"publicationDate":"2018-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/REIFOP.21.2.311361","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41929446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-10DOI: 10.6018/REIFOP.21.2.305521
R. Ruiz, R. Campillo
Bilingual education has become an education innovation and research trend in the last ten years. In fact, it is a priority in the current education system. Therefore, training centres, such as Faculties of Education, must provide students with the necessary tools and knowledge to become professional teachers in plurilingual and pluricultural environments. Considering this, the present paper has two main aims: to show an innovation project carried out in the Bilingual Programme of the Faculty of Education in Albacete consisting in the creation of CLIL resources for Arts and Social Sciences; and to explain how this experience was an opportunity to delve into CLIL and other specific needs future teachers will have in plurilingual Primary schools. This study is framed within education innovation and follows action research, classroom research and the ethnographic case study approach. The results bring to light the benefits of this kind of projects on future teachers’ training, as well as their school placements and undergraduate dissertations, and demonstrate that Faculties of Education are working towards bringing the reality of schools to trainee teachers.
{"title":"Hacia la Educación Primaria bilingüe: Diseño de actividades AICLE para Plástica y Ciencias Sociales","authors":"R. Ruiz, R. Campillo","doi":"10.6018/REIFOP.21.2.305521","DOIUrl":"https://doi.org/10.6018/REIFOP.21.2.305521","url":null,"abstract":"Bilingual education has become an education innovation and research trend in the last ten years. In fact, it is a priority in the current education system. Therefore, training centres, such as Faculties of Education, must provide students with the necessary tools and knowledge to become professional teachers in plurilingual and pluricultural environments. Considering this, the present paper has two main aims: to show an innovation project carried out in the Bilingual Programme of the Faculty of Education in Albacete consisting in the creation of CLIL resources for Arts and Social Sciences; and to explain how this experience was an opportunity to delve into CLIL and other specific needs future teachers will have in plurilingual Primary schools. This study is framed within education innovation and follows action research, classroom research and the ethnographic case study approach. The results bring to light the benefits of this kind of projects on future teachers’ training, as well as their school placements and undergraduate dissertations, and demonstrate that Faculties of Education are working towards bringing the reality of schools to trainee teachers.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"21 1","pages":"127-139"},"PeriodicalIF":1.6,"publicationDate":"2018-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/REIFOP.21.2.305521","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47336322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-10DOI: 10.6018/REIFOP.21.2.323261
M. Rincón
This paper gathers experiences of different universities in Latin America about the problems of teaching and learning mathematics in Business undergraduate studies. The reviewed studies, as well as the actions that are being implemented in CESA, are presented from three dimensions: students, teachers and curriculum.
{"title":"Estrategias pedagógicas para la enseñanza de las matemáticas en Administración: Estudios y experiencias","authors":"M. Rincón","doi":"10.6018/REIFOP.21.2.323261","DOIUrl":"https://doi.org/10.6018/REIFOP.21.2.323261","url":null,"abstract":"This paper gathers experiences of different universities in Latin America about the problems of teaching and learning mathematics in Business undergraduate studies. The reviewed studies, as well as the actions that are being implemented in CESA, are presented from three dimensions: students, teachers and curriculum.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"21 1","pages":"79-89"},"PeriodicalIF":1.6,"publicationDate":"2018-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/REIFOP.21.2.323261","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46217817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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