Representation Dimension of Quantitative Reasoning and Cooperative Learning

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

doi:10.1007/978-3-031-83207-9_15

Representation Dimension of Quantitative Reasoning and Cooperative Learning

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

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

Resumen

The aim of this study was to establish the correlation between cooperative learning and the representational dimension of quantitative reasoning in university students. The study is based on a quantitative research approach, a correlational level and a non-experimental cross-sectional design. The sample consisted of 121 students from a private university in Lima. To evaluate cooperative learning, a questionnaire composed of 29 questions was used. On the other hand, to evaluate the representation dimension of quantitative reasoning, an evaluation was carried out through a real context situation using a rubric. The results indicated a significance level of 0.000, which led to the conclusion that there is a significant relationship between cooperative learning and the representation dimension of quantitative reasoning.

Idioma original	Inglés estadounidense
Título de la publicación alojada	Advanced Research in Technologies, Information, Innovation and Sustainability - 4th International Conference, ARTIIS 2024, Revised Selected Papers
Editores	Teresa Guarda, Filipe Portela, Gustavo Gatica
Editorial	Springer Science and Business Media Deutschland GmbH
Páginas	204-216
-	13
ISBN (versión impresa)	9783031832062
DOI	https://doi.org/10.1007/978-3-031-83207-9_15
Estado	Indizado - 2025
Publicado de forma externa	Sí
Evento	4th International Conference on Advanced Research in Technologies, Information, Innovation and Sustainability 2024, ARTIIS 2024 - Santiago de Chile, Chile Duración: 21 oct. 2024 → 23 oct. 2024

Serie de la publicación

Nombre	Communications in Computer and Information Science
Volumen	2345 CCIS
ISSN (versión impresa)	1865-0929
ISSN (versión digital)	1865-0937

Conferencia

Conferencia	4th International Conference on Advanced Research in Technologies, Information, Innovation and Sustainability 2024, ARTIIS 2024
País/Territorio	Chile
Ciudad	Santiago de Chile
Período	21/10/24 → 23/10/24

Nota bibliográfica

Publisher Copyright:
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

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Ricra-Mayorca, J. M., García-Chauca, J. D., & Romero-Flores, L. A. (2025). Representation Dimension of Quantitative Reasoning and Cooperative Learning. En T. Guarda, F. Portela, & G. Gatica (Eds.), Advanced Research in Technologies, Information, Innovation and Sustainability - 4th International Conference, ARTIIS 2024, Revised Selected Papers (pp. 204-216). (Communications in Computer and Information Science; Vol. 2345 CCIS). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-3-031-83207-9_15

Ricra-Mayorca, Juan Manuel ; García-Chauca, Jeniffer Doris ; Romero-Flores, Lisseth Angela. / Representation Dimension of Quantitative Reasoning and Cooperative Learning. Advanced Research in Technologies, Information, Innovation and Sustainability - 4th International Conference, ARTIIS 2024, Revised Selected Papers. editor / Teresa Guarda ; Filipe Portela ; Gustavo Gatica. Springer Science and Business Media Deutschland GmbH, 2025. pp. 204-216 (Communications in Computer and Information Science).

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abstract = "The aim of this study was to establish the correlation between cooperative learning and the representational dimension of quantitative reasoning in university students. The study is based on a quantitative research approach, a correlational level and a non-experimental cross-sectional design. The sample consisted of 121 students from a private university in Lima. To evaluate cooperative learning, a questionnaire composed of 29 questions was used. On the other hand, to evaluate the representation dimension of quantitative reasoning, an evaluation was carried out through a real context situation using a rubric. The results indicated a significance level of 0.000, which led to the conclusion that there is a significant relationship between cooperative learning and the representation dimension of quantitative reasoning.",

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Ricra-Mayorca, JM, García-Chauca, JD & Romero-Flores, LA 2025, Representation Dimension of Quantitative Reasoning and Cooperative Learning. En T Guarda, F Portela & G Gatica (eds.), Advanced Research in Technologies, Information, Innovation and Sustainability - 4th International Conference, ARTIIS 2024, Revised Selected Papers. Communications in Computer and Information Science, vol. 2345 CCIS, Springer Science and Business Media Deutschland GmbH, pp. 204-216, 4th International Conference on Advanced Research in Technologies, Information, Innovation and Sustainability 2024, ARTIIS 2024, Santiago de Chile, Chile, 21/10/24. https://doi.org/10.1007/978-3-031-83207-9_15

Representation Dimension of Quantitative Reasoning and Cooperative Learning. / Ricra-Mayorca, Juan Manuel; García-Chauca, Jeniffer Doris; Romero-Flores, Lisseth Angela.
Advanced Research in Technologies, Information, Innovation and Sustainability - 4th International Conference, ARTIIS 2024, Revised Selected Papers. ed. / Teresa Guarda; Filipe Portela; Gustavo Gatica. Springer Science and Business Media Deutschland GmbH, 2025. p. 204-216 (Communications in Computer and Information Science; Vol. 2345 CCIS).

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

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T1 - Representation Dimension of Quantitative Reasoning and Cooperative Learning

AU - Ricra-Mayorca, Juan Manuel

AU - García-Chauca, Jeniffer Doris

AU - Romero-Flores, Lisseth Angela

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PY - 2025

Y1 - 2025

N2 - The aim of this study was to establish the correlation between cooperative learning and the representational dimension of quantitative reasoning in university students. The study is based on a quantitative research approach, a correlational level and a non-experimental cross-sectional design. The sample consisted of 121 students from a private university in Lima. To evaluate cooperative learning, a questionnaire composed of 29 questions was used. On the other hand, to evaluate the representation dimension of quantitative reasoning, an evaluation was carried out through a real context situation using a rubric. The results indicated a significance level of 0.000, which led to the conclusion that there is a significant relationship between cooperative learning and the representation dimension of quantitative reasoning.

AB - The aim of this study was to establish the correlation between cooperative learning and the representational dimension of quantitative reasoning in university students. The study is based on a quantitative research approach, a correlational level and a non-experimental cross-sectional design. The sample consisted of 121 students from a private university in Lima. To evaluate cooperative learning, a questionnaire composed of 29 questions was used. On the other hand, to evaluate the representation dimension of quantitative reasoning, an evaluation was carried out through a real context situation using a rubric. The results indicated a significance level of 0.000, which led to the conclusion that there is a significant relationship between cooperative learning and the representation dimension of quantitative reasoning.

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Ricra-Mayorca JM, García-Chauca JD, Romero-Flores LA. Representation Dimension of Quantitative Reasoning and Cooperative Learning. En Guarda T, Portela F, Gatica G, editores, Advanced Research in Technologies, Information, Innovation and Sustainability - 4th International Conference, ARTIIS 2024, Revised Selected Papers. Springer Science and Business Media Deutschland GmbH. 2025. p. 204-216. (Communications in Computer and Information Science). doi: 10.1007/978-3-031-83207-9_15

Representation Dimension of Quantitative Reasoning and Cooperative Learning

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