Mathematical Identity and Transition in Higher Education in Virtual Contexts

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dc.contributor.authorGiovanni Reyes Reyes, Cristian
dc.contributor.authorEdith Valoyes Chavez, Luz
dc.contributor.authorFuenzalida Diaz, Nicole
dc.contributor.authorAndres Cardenas Aliste, Leopoldo
dc.date2023
dc.date.accessioned2024-05-27T18:27:53Z
dc.date.available2024-05-27T18:27:53Z
dc.description.abstractThis 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.
dc.identifier.citationMAGIS-REVISTA INTERNACIONAL DE INVESTIGACION EN EDUCACION,Vol.16,2023
dc.identifier.doi10.11144/Javeriana.m16.imte
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/5905
dc.language.isoes
dc.publisherPONTIFICIA UNIV JAVERIANA. FAC EDUC
dc.sourceMAGIS-REVISTA INTERNACIONAL DE INVESTIGACION EN EDUCACION
dc.subject.englishIdentity
dc.subject.englishsecondary education
dc.subject.englishhigher education
dc.subject.englishICT
dc.subject.englishmathematics education
dc.titleMathematical Identity and Transition in Higher Education in Virtual Contexts
dc.typeArticle
uct.indizacionESCI
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