Didactic alternative to improve self-management of learning in Higher Mathematics I

Abstract

The article aims to show the structure and foundations of a didactic alternative to improve the self-management of learning in the teaching-learning process of Higher Mathematics I in the Accounting and Finance career in the distance modality, obtained from the application of theoretical methods such as the historical-logical method that contributed to the assessment of trends in distance education, particularly in the importance of self-management of learning with emphasis on the teaching of mathematics; the analytical-synthetic method that allowed the comparison of several scientific results, as well as empirical methods: observation, interviews and surveys that allowed determining the need for it based on the results of the diagnosis carried out, as well as the criteria of experts through which its validity was recognized and of a quasi-experiment that demonstrated the positive transformations in students and teachers. The practical application contributed to increase the preparation of teachers and students achieved a greater mastery of the content of Higher Mathematics I and of the skills for self-management of mathematical content, greater motivation and interest in the study.