Use of microlearning as a strategy to teach mathematics asynchronously
International Journal of Development Research
Use of microlearning as a strategy to teach mathematics asynchronously
Received 27th December, 2020; Received in revised form 28th January, 2021; Accepted 14th February, 2021; Published online 15th March, 2021
Copyright © 2021, Mateus-Nieves, Enrique and Edwin Moreno Moreno. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
In this classroom experience we seek to innovate the teaching and learning processes of mathematics with a group of high school students (night grade) who learn to identify processes of variation, covariation between magnitudes, independence and dependence between variables and identify functions such as a relationship between two quantities. The descriptive experience with non-probability sampling for convenience, develop from a virtual learning (VLE), as a pedagogical strategy we used microlearning. Highlighting the development of office content, skills to interpret, know and represent functions from every situation that involve relationship between magnitudes.
