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Linear Regression, Fundamental Issue in Training and Application of Engineering

Received: 9 December 2014     Accepted: 19 December 2014     Published: 20 January 2015
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Abstract

In this paper the impact on student learning in teaching linear regression and correlation analyzes, making use of new information technologies (ICT) to support Project Descartes through tasks; that allow students to research results type of scatterplot equation of the line, analysis determining prognostic variables. To conduct this research took into account two groups 28 and one of 26 students, one of them use technology and other not; the two groups were taught a class mayéutica, performing exercises topic. Both groups developed the same tasks, the group with computer; for the analysis of results, we started from a classified to determine the answers, because the practice is based on tasks with graphical and application of equations. Thus evaluation codes that were used were as follows: 1. If you have any idea = Excellent, 2. has no idea = Good 3. He did not understand anything = Poor; reaching an average rate of 70.39%, of if you have no idea, 25.76% of those who have no idea 3.43%.

Published in Science Journal of Applied Mathematics and Statistics (Volume 3, Issue 1)
DOI 10.11648/j.sjams.20150301.11
Page(s) 1-5
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Component, Formatting, Style, Styling, Insert

References
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[2] Arancibia, Violeta; Herrera, Paulina; Strasser S., Katherine (2008). Manual de Psicología
[3] Educacional. Editorial: Pontificia Universidad Católica de Chile. Santiago.
[4] Ausubel, D. P. y Sullivan, E. (1983). El Desarrollo infantil. Editorial Paidós. Barcelona.
[5] Beco, Guillermo R. (2001). Vigotsky y las Teorías del Aprendizaje. Consulta del 02-02-2011; http://perso.wanadoo.es/angel.saez/pagina_nueva_165.htm.
[6] Becco, G. (2001). Teorías Y Vygotsky Sobre el Aprendizaje. Conceptos centrales de la Perspectiva vygotskiana. Internet: www.monografías.com.
[7] Carretero, Mario (2009). Constructivismo y Educación. Editorial Paidós. Buenos Aires.
[8] Cole, M. y B. Medios (1986). Cognición y pensamiento. Paidós. Buenos Aires.
[9] Cole, M. y S. Scribner (1977). Cultura y pensamiento. Relación de los Procesos cognoscitivos con la cultura, Limosa, México.
[10] DeVore, Jay L. (2005). Probability y Estadística párr Ingenieros y ciencias. Ed. Thomson. Sexta edición.
[11] Galo S., José R. y M. Madrigal, Juan (2009). El Proyecto Descartes: 10 años innovando con TIC. http://descartes.cnice.mec.es/heda/difusion/materiales/xivjaem/Descartes_Galo.pdf
[12] Johnson-Miller, Freund (1997). Probability y Estadística párr. Ingenieros. Editorial Printece Hall (México).
[13] Mendenhall, W., Scheaffer, R. y Wackerly, D. (2003). Estadística matemática con Aplicaciones. Editorial Thomson - México.
[14] Meza Cascante, Luis Gerardo (2002). La Zona de Desarrollo Próximo (ZDP). 3er Festival Nacional y 1er Festival Internacional de Matemática.
[15] Walpole, Meyer (1993). Probability y Estadística párr. Ingenieros. Editorial McGraw-Hill.
[16] http://aportes.educ.ar,aportes.educ.ar/.../el_proyecto_descartes.php. (Agosto 2013)
[17] http://descartes.cnice.mec.es/heda/difusion/materiales/xivjaem/Descartes_Galo.pdf. (Agosto 2013).
[18] http://www.ine.es/. (Agosto 2013).
Cite This Article
  • APA Style

    Luz Elva Marín Vaca, Martha Lilia Domínguez Patiño, Nadia Lara Ruiz, Miguel Aguilar Cortes. (2015). Linear Regression, Fundamental Issue in Training and Application of Engineering. Science Journal of Applied Mathematics and Statistics, 3(1), 1-5. https://doi.org/10.11648/j.sjams.20150301.11

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    ACS Style

    Luz Elva Marín Vaca; Martha Lilia Domínguez Patiño; Nadia Lara Ruiz; Miguel Aguilar Cortes. Linear Regression, Fundamental Issue in Training and Application of Engineering. Sci. J. Appl. Math. Stat. 2015, 3(1), 1-5. doi: 10.11648/j.sjams.20150301.11

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    AMA Style

    Luz Elva Marín Vaca, Martha Lilia Domínguez Patiño, Nadia Lara Ruiz, Miguel Aguilar Cortes. Linear Regression, Fundamental Issue in Training and Application of Engineering. Sci J Appl Math Stat. 2015;3(1):1-5. doi: 10.11648/j.sjams.20150301.11

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  • @article{10.11648/j.sjams.20150301.11,
      author = {Luz Elva Marín Vaca and Martha Lilia Domínguez Patiño and Nadia Lara Ruiz and Miguel Aguilar Cortes},
      title = {Linear Regression, Fundamental Issue in Training and Application of Engineering},
      journal = {Science Journal of Applied Mathematics and Statistics},
      volume = {3},
      number = {1},
      pages = {1-5},
      doi = {10.11648/j.sjams.20150301.11},
      url = {https://doi.org/10.11648/j.sjams.20150301.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjams.20150301.11},
      abstract = {In this paper the impact on student learning in teaching linear regression and correlation analyzes, making use of new information technologies (ICT) to support Project Descartes through tasks; that allow students to research results type of scatterplot equation of the line, analysis determining prognostic variables. To conduct this research took into account two groups 28 and one of 26 students, one of them use technology and other not; the two groups were taught a class mayéutica, performing exercises topic. Both groups developed the same tasks, the group with computer; for the analysis of results, we started from a classified to determine the answers, because the practice is based on tasks with graphical and application of equations. Thus evaluation codes that were used were as follows: 1. If you have any idea = Excellent, 2. has no idea = Good 3. He did not understand anything = Poor; reaching an average rate of 70.39%, of if you have no idea, 25.76% of those who have no idea 3.43%.},
     year = {2015}
    }
    

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    AU  - Luz Elva Marín Vaca
    AU  - Martha Lilia Domínguez Patiño
    AU  - Nadia Lara Ruiz
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    Y1  - 2015/01/20
    PY  - 2015
    N1  - https://doi.org/10.11648/j.sjams.20150301.11
    DO  - 10.11648/j.sjams.20150301.11
    T2  - Science Journal of Applied Mathematics and Statistics
    JF  - Science Journal of Applied Mathematics and Statistics
    JO  - Science Journal of Applied Mathematics and Statistics
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    PB  - Science Publishing Group
    SN  - 2376-9513
    UR  - https://doi.org/10.11648/j.sjams.20150301.11
    AB  - In this paper the impact on student learning in teaching linear regression and correlation analyzes, making use of new information technologies (ICT) to support Project Descartes through tasks; that allow students to research results type of scatterplot equation of the line, analysis determining prognostic variables. To conduct this research took into account two groups 28 and one of 26 students, one of them use technology and other not; the two groups were taught a class mayéutica, performing exercises topic. Both groups developed the same tasks, the group with computer; for the analysis of results, we started from a classified to determine the answers, because the practice is based on tasks with graphical and application of equations. Thus evaluation codes that were used were as follows: 1. If you have any idea = Excellent, 2. has no idea = Good 3. He did not understand anything = Poor; reaching an average rate of 70.39%, of if you have no idea, 25.76% of those who have no idea 3.43%.
    VL  - 3
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Author Information
  • Student of Doctorate of Engineering and Applied Science, Autonomous University of the State of Morelos, Chamilpa 62209, Morelos, México

  • Student of Doctorate of Engineering and Applied Science, Autonomous University of the State of Morelos, Chamilpa 62209, Morelos, México

  • Student of Doctorate of Engineering and Applied Science, Autonomous University of the State of Morelos, Chamilpa 62209, Morelos, México

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