The fundamental objective of this work is to answer the research questions: How and why does international mobility between teacher-researchers in higher education impact on the didactic methodologies and contents of disciplines that are taught to university students? As an operational objective, it is established to analyze the process of construction of a collaborative network from the trigger of mobility. There seems to be a consensus that academic mobility favors educational and research quality through the creation of cooperative networks that facilitate the exchange of knowledge and methodologies. Moreover, students were more precise in self-assessing in the indicators: Development of the solving process and use of the ACE, while they had major difficulties in self-assessment for the indicators: Comprehension of the problematic situation and argumentation.Ī case of study carried out between the Universidad Latina de Costa Rica and the Universidad de Alicante is presented, in which a Participatory Action Research (PAR) process was applied during the 2018-2021 period. The results show a general correlation between tutor assessment and self-assessment, with a tendency of students to underestimate their performance. Through a quantitative analysis, students’ self-assessment and tutors’ assessment were compared data were cross-checked with students’ answers to a questionnaire. Each problem was assessed by a tutor and self-assessed by students themselves, according to a shared rubric with five indicators: Comprehension of the problematic situation, identification of the solving strategy, development of the solving process, argumentation of the chosen strategy, and appropriate and effective use of the ACE. Participants are grade 11 students (in all 182 participants) in school year 2020/2021 who were asked to solve 8 real-world mathematical problems using an Advanced Computing Environment (ACE). In particular, the investigation focuses on how accurate the students’ self-evaluations are when compared to external ones, and if (and how) the accuracy in self-assessment changed among the various processes involved in the problem-solving activity. The goal of this research is to study the relationship between self-assessment and the development and improvement of problem-solving skills in Mathematics. It is defined as “the evaluation or judgment of ‘the worth’ of one’s performance and the identification of one’s strengths and weaknesses with a view to improving one’s learning outcomes”. Self-assessment, in the education framework, is a methodology that motivates students to play an active role in reviewing their performance. The assumed simulation study could be useful for statistics teachers to motivate their students for lectures in computational statistics and fundamentals of probability. All computer code used in this article is provided on GitHub. For this application we obtained as a solution, an average number of 950 packages needed to complete the album, at an average cost of 3,800 reals (Brazilian currency), assuming that the collector does not exchange any of its repetitions with nobody. The simulation was based on a computational code written in R. In this case, the complete album has N = 670 stickers, which are sold in packages containing n = 5 stickers each. In addition, we propose a simulation algorithm to find the solution to the problem, where we present as a numerical illustration an album of stickers related to the Qatar 2022 Official Football World Cup, which is being sold in Brazilian newsstands. This paper considers some computational issues related to the problem of the coupon collector behavior.
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