Comparative analysis between face-to-face and virtual mathematics learning in educational institutions

Abstract

This study is presented in order to carry out a small comparative analysis in the teaching of mathematics in person and virtually, this study is based on the interpretive paradigm since it allows us to understand the existing problems in today's society, the relationship of this study is to analyze through of a comparative investigation on the effects of virtual and face-to-face mathematics learning. The study of mathematics is important because it affects the training of people to contribute to society, which is why students must obtain meaningful learning. To do this, both virtual and in-person learning systems need to provide adequate teaching. This study seeks the concept of theoretical approaches to teaching and learning mathematics supported in virtual environments in the context of university education, which shows that teachers feel the need to change mathematics teaching methods especially learning strategies and methods. The resources to produce more meaningful learning and improve cognitive, logical and mathematical development. The research adopts a qualitative paradigm. Under the ethnographic method, the work stages are the selection of topics, field work, analysis of information and construction of the product.