Collaborative methodology and ICTs for Math Learning in undergraduate students

Since its creation in 2002, the students of Micaela Bastidas National University of Apurímac-UNAMBA, have registered discouraging results in mathematics subjects. This paper describes the use of active procedures (collaborative method) in mathematics learning and teaching processes. This proposal was evaluated by two teachers and 54 undergraduate students of Mathematics at the Professional School of Administration-UNAMBA. The results show that using the collaborative methodology and ICT tools, the students have greatly improved the quality of learning. Qualitative results show that in the interviews with students they think that the collaborative approach helps them to improve their knowledge, learn in a funny way with their classmates, and teacher uses the ICT resource to create and post the videos on YouTube. The quantitative results show that the students improve their score average from 7.28 to 9.92. Teachers agree with the methodology, but they think that it is required more time to teach in the classroom.

I. Introduction

The teaching and learning of mathematics are complex tasks, because they have some difficulties: on one hand, teachers try to find adequate mechanisms and strategies to teach them; on the other hand, students have difficulties to learn them properly, being determined by factors like motivation and the use of Information and Communication Technologies (ICT) [1].