Argumentation dimension of quantitative reasoning and cooperative learning

Juan Manuel Ricra-Mayorca; Jeniffer Doris García-Chauca; Lisseth Angela Romero-Flores

doi:10.18687/LACCEI2024.1.1.786

Argumentation dimension of quantitative reasoning and cooperative learning

Juan Manuel Ricra-Mayorca, Jeniffer Doris García-Chauca, Lisseth Angela Romero-Flores

Faculty of Humanities

Research output: Chapter in Book/Report › Conference contribution › peer-review

Abstract

The objective of this research was to determine the relationship between cooperative learning and Argumentative dimension of quantitative reasoning in students of blended courses.The research corresponds to a study with a quantitative approach, correlational level, and non-experimental cross-sectional design.The sample was made up of 121 students from a private university in Lima.A 29-item questionnaire was used to measure cooperative learning while, to measure the argumentative dimension of quantitative reasoning, the evaluation was carried out in a real context situation using a rubric.The results showed that there is a significant relationship between cooperative learning and argumentation dimension of quantitative reasoning.

Original language	American English
Title of host publication	Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology
Subtitle of host publication	Sustainable Engineering for a Diverse, Equitable, and Inclusive Future at the Service of Education, Research, and Industry for a Society 5.0., LACCEI 2024
Publisher	Latin American and Caribbean Consortium of Engineering Institutions
ISBN (Electronic)	9786289520781
DOIs	https://doi.org/10.18687/LACCEI2024.1.1.786
State	Indexed - 2024
Event	22nd LACCEI International Multi-Conference for Engineering, Education and Technology, LACCEI 2024 - Hybrid, San Jose, Costa Rica Duration: 17 Jul 2024 → 19 Jul 2024

Publication series

Name	Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology
ISSN (Electronic)	2414-6390

Conference

Conference	22nd LACCEI International Multi-Conference for Engineering, Education and Technology, LACCEI 2024
Country/Territory	Costa Rica
City	Hybrid, San Jose
Period	17/07/24 → 19/07/24

Bibliographical note

Publisher Copyright:
© 2024 Latin American and Caribbean Consortium of Engineering Institutions. All rights reserved.

Keywords

argumentation
competencies
cooperative learning
Learning
quantitative reasoning

Access to Document

10.18687/LACCEI2024.1.1.786

Cite this

Ricra-Mayorca, J. M., García-Chauca, J. D., & Romero-Flores, L. A. (2024). Argumentation dimension of quantitative reasoning and cooperative learning. In Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology: Sustainable Engineering for a Diverse, Equitable, and Inclusive Future at the Service of Education, Research, and Industry for a Society 5.0., LACCEI 2024 (Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology). Latin American and Caribbean Consortium of Engineering Institutions. https://doi.org/10.18687/LACCEI2024.1.1.786

Ricra-Mayorca, Juan Manuel ; García-Chauca, Jeniffer Doris ; Romero-Flores, Lisseth Angela. / Argumentation dimension of quantitative reasoning and cooperative learning. Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology: Sustainable Engineering for a Diverse, Equitable, and Inclusive Future at the Service of Education, Research, and Industry for a Society 5.0., LACCEI 2024. Latin American and Caribbean Consortium of Engineering Institutions, 2024. (Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology).

@inproceedings{e53c32f5d77c42608aa3dc42f22fcaa6,

title = "Argumentation dimension of quantitative reasoning and cooperative learning",

abstract = "The objective of this research was to determine the relationship between cooperative learning and Argumentative dimension of quantitative reasoning in students of blended courses.The research corresponds to a study with a quantitative approach, correlational level, and non-experimental cross-sectional design.The sample was made up of 121 students from a private university in Lima.A 29-item questionnaire was used to measure cooperative learning while, to measure the argumentative dimension of quantitative reasoning, the evaluation was carried out in a real context situation using a rubric.The results showed that there is a significant relationship between cooperative learning and argumentation dimension of quantitative reasoning.",

keywords = "argumentation, competencies, cooperative learning, Learning, quantitative reasoning",

author = "Ricra-Mayorca, {Juan Manuel} and Garc{\'i}a-Chauca, {Jeniffer Doris} and Romero-Flores, {Lisseth Angela}",

note = "Publisher Copyright: {\textcopyright} 2024 Latin American and Caribbean Consortium of Engineering Institutions. All rights reserved.; 22nd LACCEI International Multi-Conference for Engineering, Education and Technology, LACCEI 2024 ; Conference date: 17-07-2024 Through 19-07-2024",

year = "2024",

doi = "10.18687/LACCEI2024.1.1.786",

language = "American English",

series = "Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology",

publisher = "Latin American and Caribbean Consortium of Engineering Institutions",

booktitle = "Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology",

}

Ricra-Mayorca, JM, García-Chauca, JD & Romero-Flores, LA 2024, Argumentation dimension of quantitative reasoning and cooperative learning. in Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology: Sustainable Engineering for a Diverse, Equitable, and Inclusive Future at the Service of Education, Research, and Industry for a Society 5.0., LACCEI 2024. Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology, Latin American and Caribbean Consortium of Engineering Institutions, 22nd LACCEI International Multi-Conference for Engineering, Education and Technology, LACCEI 2024, Hybrid, San Jose, Costa Rica, 17/07/24. https://doi.org/10.18687/LACCEI2024.1.1.786

Argumentation dimension of quantitative reasoning and cooperative learning. / Ricra-Mayorca, Juan Manuel; García-Chauca, Jeniffer Doris; Romero-Flores, Lisseth Angela.
Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology: Sustainable Engineering for a Diverse, Equitable, and Inclusive Future at the Service of Education, Research, and Industry for a Society 5.0., LACCEI 2024. Latin American and Caribbean Consortium of Engineering Institutions, 2024. (Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology).

Research output: Chapter in Book/Report › Conference contribution › peer-review

TY - GEN

T1 - Argumentation dimension of quantitative reasoning and cooperative learning

AU - Ricra-Mayorca, Juan Manuel

AU - García-Chauca, Jeniffer Doris

AU - Romero-Flores, Lisseth Angela

PY - 2024

Y1 - 2024

N2 - The objective of this research was to determine the relationship between cooperative learning and Argumentative dimension of quantitative reasoning in students of blended courses.The research corresponds to a study with a quantitative approach, correlational level, and non-experimental cross-sectional design.The sample was made up of 121 students from a private university in Lima.A 29-item questionnaire was used to measure cooperative learning while, to measure the argumentative dimension of quantitative reasoning, the evaluation was carried out in a real context situation using a rubric.The results showed that there is a significant relationship between cooperative learning and argumentation dimension of quantitative reasoning.

AB - The objective of this research was to determine the relationship between cooperative learning and Argumentative dimension of quantitative reasoning in students of blended courses.The research corresponds to a study with a quantitative approach, correlational level, and non-experimental cross-sectional design.The sample was made up of 121 students from a private university in Lima.A 29-item questionnaire was used to measure cooperative learning while, to measure the argumentative dimension of quantitative reasoning, the evaluation was carried out in a real context situation using a rubric.The results showed that there is a significant relationship between cooperative learning and argumentation dimension of quantitative reasoning.

KW - argumentation

KW - competencies

KW - cooperative learning

KW - Learning

KW - quantitative reasoning

UR - http://www.scopus.com/inward/record.url?scp=85203836522&partnerID=8YFLogxK

U2 - 10.18687/LACCEI2024.1.1.786

DO - 10.18687/LACCEI2024.1.1.786

M3 - Conference contribution

AN - SCOPUS:85203836522

T3 - Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology

BT - Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology

PB - Latin American and Caribbean Consortium of Engineering Institutions

T2 - 22nd LACCEI International Multi-Conference for Engineering, Education and Technology, LACCEI 2024

Y2 - 17 July 2024 through 19 July 2024

ER -

Ricra-Mayorca JM, García-Chauca JD, Romero-Flores LA. Argumentation dimension of quantitative reasoning and cooperative learning. In Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology: Sustainable Engineering for a Diverse, Equitable, and Inclusive Future at the Service of Education, Research, and Industry for a Society 5.0., LACCEI 2024. Latin American and Caribbean Consortium of Engineering Institutions. 2024. (Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology). doi: 10.18687/LACCEI2024.1.1.786

Argumentation dimension of quantitative reasoning and cooperative learning

Abstract

Publication series

Conference

Bibliographical note

Keywords

Access to Document

Fingerprint

Cite this