Nowadays, it's common to hear that a team's ability to solve problems and propose solutions is always superior to that of an individual. On the other hand, it's quite evident, based on experience, that complex problems can be addressed and resolved more effectively when done jointly. There's no doubt that teamwork is an unavoidable necessity for acting in a social reality of increasing complexity and multiple interdependencies. Certainly, certain tasks cannot be accomplished without joint action, through the convergence of different activities, skills, and knowledge. Hence the many proposals for interdisciplinary work, or at least for multidisciplinary action in multidisciplinary teams. Much is said about "teamwork," but little is done as a "work team." Not because it's undesirable, but because it entails difficulties, and because a team isn't built just by saying so. It needs to mature in a process that, even when attempted, doesn't necessarily guarantee a successful outcome. Developing teamwork requires effort and involves a process that isn't always easy. On the other hand, studies on collaborative learning in mathematics (Salazar et al., 2022) and cooperative learning in mathematics (Terán de Serrentino and Pachano, 2009; Vega and Hederich, 2015) have intensified in recent years. However, studies on their use and impact at the university level are not as prolific, especially considering their use in an online format. This paper qualitatively and quantitatively analyzes the use of online collaborative and cooperative groups by students studying mathematics at the University of Las Américas, an Ecuadorian institution.

To carry out this study, the Driscoll questionnaire, designed in 2012, was adapted and has been used by authors such as Sacristán et al. (2017). It consists of 25 items: simple screening questions, Likert scale questions (1 to 6), open-ended questions, and rating scales. The results show that students' perceptions of both their own problem-solving abilities and their own ability to solve problems are influenced by the methodology used, but also by the group they work with. Aspects such as the pace of the class are also affected. Finally, their perception of the time they should invest in the subject is also influenced by both the group they work with and the methodology used.

Keywords: Cooperative Learning, Collaborative Learning, University, Mathematics, Ecuador, Student Perception.