Teaching mathematics in a virtual learning environment

Abstract

Mathematics is one of the subjects with the lowest percentage of approval. Difficulties in learning are reflected in the high failure rates in various educational institutions of upper secondary level in our country. The phenomenon described is evident in the results obtained by students in the National Plan for the Evaluation of Learning (PLANEA).
There, it is observed that “in Mathematics, 6 out of 10 students are located in Level I (66%) of knowledge” (Public Education Secretariat, 2017, 2018). The problem described is latent in the High School of the Autonomous University of Querétaro (EBUAQ) where 50% of new students fail some basic science subject (Vázquez, 2013).

In order to strengthen the mathematics learning of the ebuaq applicants and increase their score in their excoba entrance exam, a virtual course was developed; it involved a series of steps, which generally consisted of analyzing the contents that were evaluated and the design of the excoba questions.