Socioformation and the Formative Evaluation in Engineering



The society demands nowadays that the educational models of the institutions at the university level focus in an integral formation developing knowledge, skills and competences. Nevertheless, the systems of evaluation are not necessarily according to the requirements and methods of teaching and learning in the classroom. This investigation describes the effect of implementing a checklist as a medium so that the student acquires knowledge and gives feedback on the process of teaching and learning, promoting the integral formation. The checklist was designed under the socioformative approach and was used as a mean for the formative evaluation and shared during a course of differential and integral calculus. The qualitative investigation of analytical and descriptive type was based on the action-investigation, with students of the Career of Engineering on Communications and Electronics of Instituto Politécnico Nacional. Among the obtained results, it turns out that the students had a better academic performance and a change of attitude towards the learning of the mathematics in engineering, because they can take the control and the regulation of it. Concluding, we can say that the instruments of evaluation constructed under the socioformative approach promote the formative and participative evaluation and are a good way to improve the academic performance of the student and to develop competences like the collaborative work, the resolution of problems and the autonomy in the learning. It becomes necessary to continue the research regarding the design of instruments of formative evaluation as a didactic medium and the roles that the teachers and students must follow in order to promote an integral formation from the socioformative approach.


Socioformation; formative evaluation; integral formation and engineering; mathematics and engineering

Full Text:

View PDF


Caligaris, M., Rodiguez, G., & Laugero, L. (2015). Learning styles in numerical analysis and visualization. . Social and proceeded-Behavioral Sciences, 3696-3701.

Cantoral, R., & Montiel, G. (2002). Visualization and mathematical thinking. Mexico: Centro de Investigacion y Estudios Avanzados del Instituto Politecnico Nacional.

Colmenares, A., & Pinero, M. (2008). A heuristic methodological tool for understanding and transforming realities and socio-educational practices. Laurus, 14(27).

Costa, V., Arlego, M., & Otero, R. (2014). Journal of Formacion e Innovacion Educativa Universitaria. Vector Calculus teaching at the University: Proposed Study Tours and Research., 7(1).

Duval, R. (2006). A crucial issue in mathematics education: the ability to change the registration of representation. RSME Gazette, 9(1), 143-168.

Erazo, M. (2011). Scientific rigor in qualitative research practices. Ciencia, Docencia y Tecnologia, 22(42), 107-136.

Gamboa, R. (2014). Relationship between the affective dimension and learning of mathematics. Revista Electronica Educare, 18(2), 117-139.

Gil, N., Blanco, L., & Guerrero, E. (2005). The affective domain in learning mathematics. A vision of their basic descriptors. . Revista Iberoamericana de Educacion Matematica, 2, 15-32.

Gluyas, R., Esparza, R., Romero, M., & Rubio, J. (2015). Model of holistic education: an offer for the formation of the human being. Revista Electronica Actividades Investigativas en Educacion, 15(3), 1-25.

Huertas, A., Vesga, G., & Galindo, M. (2014). Validation of the instrument "inventory of metacognitive skills (MAI) with Colombian students. Praxis y saber, 5(10).

Jaramillo, S., & Osses, S. (2012). Validation of an Instrument on Metacognition for graduate students of General Basic Education. . Estudios Pedagogicos, 38(2), 117-131.

Llerena, O. (2015). The training process from a complex historical and cultural view. Revista Actualidades Investigativas en Educacion, 15(3), 1-23.

Marshall, A. (2013). The role of Socioformation in improvemet the quality of education. Venezuela: University of Carabobo.

Monereo, C. (2001). The strategic education. To teach for the autonomy. Aula de Innovacion, 100.

Montes de Oca, N., & Machado, E. (2014). Training and skills development in Cuban higher education. . Humanidades Medicas, 14(1).

Ortega-Carbajal, M., J., Hernandez-Mosqueda, & Tobon-Tobon, S. (2015). Documentary analysis of the management of knowledge through conceptual cartography. (Vol. 11).

Osses, S., & Jaramillo, S. (2008). Metacognition: a way to learn to learn. Estudios Pedagogicos, 24(1), 187-197.

Oviedo, I., Kanashiro, A., Bbzaque, M., & Gorrochategui, M. (2012). Semiotic representation registers in mathematics. Revista Aula Universitaria, 13, 29-36.

Polya, G. (1965). How to suggest and solve problems. . Mexico Trillas Mexico SA de CV.

Reynoso, M., Castillo, J., & Dimas, R. (2014). The formation of the engineering students through continuing education. . Revista Electronica Educare, 18, 77-96.

Rodriguez-Peralta, L., Nambo, J., & Aniceto-Vargas, P. (2016). Design, validity and reliability of the instrument: Assessment of metacognitive process in problem solving. Avances de Investigacion en Salud a lo largo del Ciclo Vital.

Rodriguez, L., Nambo, J., Viveros, P., & Aniceto, P. (2015). Checklist for the development of an advanced mathematical thinking. Paper presented at the Congress Proceedings: V International Congress on Education and Human Resource Management. CIFCOM 2015, Cancum, Mexico.

Rodriguez, L., Rodriguez, J., & Hernandez, J. (2016). Paper presented at the Content validation of a checklist for solving mathematical problems, Proceedings of the Fourth International Conference on Educational Contexts and Psychological Health. Almeria Spain.

Romo-Vasquez, A. (2014). Mathematical modeling in engineering education. Mathematics Education, 314-338.

Sanchez, J., Becerra, J., Garcia, J., & Contreras, M. (2010). The affective dimension and performance statistics in college students. Leston: Patricia.

Schoenfeld, A. (1987). What's all the Fuss About metacognition? Cognitive science and mathematics education (Vol. 189): AH Schoenfeld.

Tarmizi, R., A. , & Bayat, S. (2012). Collaborative problem-based learning in mathematics: A cognitive load perspective. Procedia - Social and Behavioral Sciences, 32, 344-350.

Tobon, S. (2013). MADFA metacognitive process and strategy (Vol. México,). Mexico: CIFE.

Tobon, S. (2015). The socioformation: progress and challenges in the knowledge society. Paper presented at the Keynotes National Congress of Educational Research, Mexico.

Tobon, S., Gonzalez, L., Nambo, J., & J., V. (2015). The Socioformation: A conceptual study. Paradigm. 36, 7-29.

Tobon S., C., Guzman, J., Hernandez, & S, C. (2015). Knowledge Society: Documentary study from a humanistic and complex perspective. Paradigm (Vol. 26).

Trejo, E., Camarena, P., & Trejo, N. (2013). Mathematics in the formation of an engineer: mathematics in context as a methodological proposal. Revista de Docencia Universitaria, 11.

Varela, M., & Vives, T. (2016). Authenticity and quality in qualitative educational research: multivocality. . Investigacion en Educacion Medica. doi:

Vrancken, S., & Engler, A. (2014). An introduction to derived from variation and change: findings of an investigation freshmen college. . Bolema, 28, 449-468.

Yampolskaya, L. (2014). The principle of holistic education and the ideal of a single integrated culture: towards the formation of an approach. Procedia-Social and Behavioral Sciences, 166, 488-496. doi:10.1016/j.sbspro.2014.12.560

Yee, S., & Bostic, J. (2014). Developing a contextualization of students' mathematical problem solving. Journal of Mathematical Behavior, 36, 1-19. doi:

Zhuravlyova, I., & Zhuravlyov, S. (2015). Humanistic sense of creativity in professional university education: the role of creativity in forming innovation model and modernization of university training. Procedia - Social and Behavioral Sciences. doi:10.1016/j.sbspro.2015.10.081



  • There are currently no refbacks.

Copyright (c) 2018 Maria de Lourdes RODRIGUEZ, Juan Salvador NAMBO DE LOS SANTOS, Jesús RODRÍGUEZ BUENDÍA

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Copyright © RREM | A LUMEN Peer Reviewed Open Access Journal

Covered in | Web of Sciences (WOS); EBSCO; Google Scholar; Index Copernicus; Ideas RePeC; Econpapers; Socionet; CEEOL; Ulrich ProQuest; Cabell, Journalseek; Scipio; Philpapers; SHERPA/RoMEO repositories; KVK; WorldCat; CrossRef; CrossCheck.