Distance Learning Degree in Mathematics: A Study on the Difficulties Faced by Students and the Prevention of Dropout
DOI:
https://doi.org/10.66104/yxctp094Keywords:
Distance Education; Bachelor's Degree in Mathematics; Learning Difficulties; Dropout Prevention.Abstract
This article investigates the difficulties faced by students in the online Mathematics degree program. The research, using a qualitative and quantitative approach, aims to understand the perceptions of online Mathematics students regarding the difficulties encountered in the first semesters of the course. It evaluates the institution's own reality, identifying strengths and weaknesses, and understanding the meanings of the set of activities to improve educational quality and prevent dropout. The methodology used was bibliographic and field research. A survey-type research was conducted, and the data collection instrument was an online questionnaire applied to students at the end of each semester. The results show that the main difficulties are related to time management, participation in synchronous activities, technological conditions, and the complexity of mathematical content—aspects that directly impact learning and student retention. It is concluded that strengthening pedagogical mediation, adopting formative assessment practices, and implementing institutional strategies for academic support are fundamental to promoting a more inclusive and meaningful mathematics education in distance learning, thus contributing to the prevention of dropout rates.
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