Differential and Integral Calculus I Tutoring program: success and permanence
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Universidad Santo Tomás seccional Bucaramanga
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Este artículo, de carácter reflexivo, tiene como objetivo presentar el trabajo desarrollado en las tutorías iniciadas en el primer semestre de 2013. El abordaje metodológico usado fue cuantitativo con enfoque descriptivo comparativo. Los datos analizados abarcaron información obtenida de los estudiantes de pregrado inscritos en la asignatura de Cálculo Diferencial e Integral I, en el primer y segundo semestre del 2013 y primer semestre de 2014, de una universidad en el sur de Brasil, que frecuentaran o no los espacios de tutoría fuera o dentro del salón de clase. Los resultados del análisis indican el gradual crecimiento de los índices de aprobación de los estudiantes, luego de su participación en el programa de Tutoría con el acompañamiento de una licenciada en matemáticas - tutora titular. Los resultados muestran la necesidad e importancia del trabajo preventivo, en el que, tanto la institución como los docentes y estudiantes, se movilizan las estrategias pertinentes para lograr el éxito académico y, por ende, su permanencia en la institución hasta la graduación.
This reflection paper aims to present the work done in tutorials sessions that started in the first half of 2013. The methodological approach used was quantitative with a comparative descriptive approach. The analyzed data cover information from the undergraduate students enrolled in the course Differential and Integral Calculus I, in the first and second half of 2013 and first half of 2014 at a university in southern Brazil, even though these students frequented or not tutoring spaces outside or inside classroom. The analysis results show the gradual growth of the students’ passing rates after participating in the tutorial program with the accompanied by a Bachelor in Mathematics – tutor holder. The results show the need and importance of doing preventive work, in which the institution, the teachers as well as the students mobilize relevant strategies to achieve academic success and therefore ensure the students’ permanence in the institution until graduation.
This reflection paper aims to present the work done in tutorials sessions that started in the first half of 2013. The methodological approach used was quantitative with a comparative descriptive approach. The analyzed data cover information from the undergraduate students enrolled in the course Differential and Integral Calculus I, in the first and second half of 2013 and first half of 2014 at a university in southern Brazil, even though these students frequented or not tutoring spaces outside or inside classroom. The analysis results show the gradual growth of the students’ passing rates after participating in the tutorial program with the accompanied by a Bachelor in Mathematics – tutor holder. The results show the need and importance of doing preventive work, in which the institution, the teachers as well as the students mobilize relevant strategies to achieve academic success and therefore ensure the students’ permanence in the institution until graduation.
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Enseñanza, aprendizaje, tutoría, cálculo diferencial e integral, Education, learning, tutorial, differential and integral calculus
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