Las tic y el aprendizaje significativo de las funciones de 30, 45 y 60 grados en matemáticas en primero de bachillerato en la Unidad Educativa Fiscal Francisco Huerta Rendón
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2022-04
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Universidad de Guayaquil. Facultad de Filosofía, Letras y Ciencias de la Educación
Resumen
El presente estudio investigativo consistió en analizar la necesidad del uso de las TIC en el aprendizaje significativo de las funciones de 30, 45 y 60 grados en los estudiantes de primero de bachillerato de la unidad educativa universitaria Francisco Huerta Rendón periodo 2021-2022. Los métodos utilizados fueron de enfoque cuantitativo y cualitativo porque la información se organizó con la ayuda de la estadística y análisis crítico respectivamente; el diseño de la investigación responde a dos modalidades: documental, y no experimental, los niveles fueron: exploratorio, descriptivo y asociación de variables, se trabajó con una muestra de ciento veinte uno individuos los cuales fueron objetos de estudio. Ante ello, se resalta que los datos fueron mostrados y examinados en forma estadística, posterior a esto se efectuó el procesamiento a través de tablas y gráficos. Conforme a las conclusiones se considera necesario consolidar espacios de interacción entre el docente y el estudiante para comprender el fenómeno del aprendizaje de las matemáticas a distancia; y así establecer información correcta a través de la conectividad, adaptabilidad, flexibilidad, interactividad y acoplamiento de ideas para construir el conocimiento social requerido dentro de la Unidad Educativa.
He present investigative study consisted in analyzing the need for the use of ICT in the meaningful learning of the functions of 30, 45 and 60 degrees in the first year high school students of the Francisco Huerta Rendón university educational unit, period 2021-2022. The methods used were quantitative and qualitative because the information was organized with the help of statistics and critical analysis, respectively; the research design responds to two modalities: bibliographic, and non-experimental, the levels were: exploratory, descriptive and association of variables, we worked with a sample of one hundred and twenty one individuals who were the objects of study. Given this, it is highlighted that the data was displayed and examined statistically, after which the processing was carried out through tables and graphs. According to the conclusions, it is considered necessary to consolidate interaction spaces between the teacher and the student to understand the phenomenon of distance learning of mathematics; and thus establish correct information through connectivity, adaptability, flexibility, interactivity and coupling of ideas to build the social knowledge required within the Educational Unit.
He present investigative study consisted in analyzing the need for the use of ICT in the meaningful learning of the functions of 30, 45 and 60 degrees in the first year high school students of the Francisco Huerta Rendón university educational unit, period 2021-2022. The methods used were quantitative and qualitative because the information was organized with the help of statistics and critical analysis, respectively; the research design responds to two modalities: bibliographic, and non-experimental, the levels were: exploratory, descriptive and association of variables, we worked with a sample of one hundred and twenty one individuals who were the objects of study. Given this, it is highlighted that the data was displayed and examined statistically, after which the processing was carried out through tables and graphs. According to the conclusions, it is considered necessary to consolidate interaction spaces between the teacher and the student to understand the phenomenon of distance learning of mathematics; and thus establish correct information through connectivity, adaptability, flexibility, interactivity and coupling of ideas to build the social knowledge required within the Educational Unit.
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APRENDIZAJE SIGNIFICATIVO, FUNCIONES