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

Facultad de humanidades

Producción científica: Libro o Capítulo del libro › Contribución a la conferencia › revisión exhaustiva

1 Cita (Scopus)

Resumen

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.

Idioma original	Inglés estadounidense
Título de la publicación alojada	Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology
Subtítulo de la publicación alojada	Sustainable Engineering for a Diverse, Equitable, and Inclusive Future at the Service of Education, Research, and Industry for a Society 5.0., LACCEI 2024
Editorial	Latin American and Caribbean Consortium of Engineering Institutions
ISBN (versión digital)	9786289520781
DOI	https://doi.org/10.18687/LACCEI2024.1.1.786
Estado	Indizado - 2024
Evento	22nd LACCEI International Multi-Conference for Engineering, Education and Technology, LACCEI 2024 - Hybrid, San Jose, Costa Rica Duración: 17 jul. 2024 → 19 jul. 2024

Serie de la publicación

Nombre	Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology
ISSN (versión digital)	2414-6390

Conferencia

Conferencia	22nd LACCEI International Multi-Conference for Engineering, Education and Technology, LACCEI 2024
País/Territorio	Costa Rica
Ciudad	Hybrid, San Jose
Período	17/07/24 → 19/07/24

Nota bibliográfica

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

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10.18687/LACCEI2024.1.1.786

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Ricra-Mayorca, J. M., García-Chauca, J. D., & Romero-Flores, L. A. (2024). Argumentation dimension of quantitative reasoning and cooperative learning. En 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).

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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 = "Learning, argumentation, competencies, cooperative 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",

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

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Ricra-Mayorca, JM, García-Chauca, JD & Romero-Flores, LA 2024, Argumentation dimension of quantitative reasoning and cooperative learning. En 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).

Producción científica: Libro o Capítulo del libro › Contribución a la conferencia › revisión exhaustiva

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 - Learning

KW - argumentation

KW - competencies

KW - cooperative learning

KW - quantitative reasoning

UR - https://www.scopus.com/pages/publications/85203836522

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

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Ricra-Mayorca JM, García-Chauca JD, Romero-Flores LA. Argumentation dimension of quantitative reasoning and cooperative learning. En 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

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