Mathematical Identity and Transition in Higher Education in Virtual Contexts
Mathematical Identity and Transition in Higher Education in Virtual Contexts
Authors
Giovanni Reyes Reyes, Cristian
Edith Valoyes Chavez, Luz
Fuenzalida Diaz, Nicole
Andres Cardenas Aliste, Leopoldo
Edith Valoyes Chavez, Luz
Fuenzalida Diaz, Nicole
Andres Cardenas Aliste, Leopoldo
Profesor GuĆa
Authors
Date
Datos de publicaciĆ³n:
10.11144/Javeriana.m16.imte
MAGIS-REVISTA INTERNACIONAL DE INVESTIGACION EN EDUCACION,Vol.16,2023
MAGIS-REVISTA INTERNACIONAL DE INVESTIGACION EN EDUCACION,Vol.16,2023
Tipo de recurso
Article
Keywords
Materia geogrƔfica
Collections
Abstract
This study, in the form of a short narrative, analyzes the experiences, in a mathematics course, of four engineering students who began their university studies during the lockdown caused by the COVID-19 pandemic. The notions of identitarian work and mathematical identity underlay an examination of the processes of the identitarian reconstruction of the students in the contexts of virtual education. The results show that this identitarian work is closely linked to the nature of the activity of mathematics and the context in which it occurs. The transition to a mathematical education in a university represents an opportunity for the positive reconstruction of mathematical identities and the professional choices of the students.