E-actividades y su influencia en el aprendizaje de operaciones básicas con números enteros en situaciones de contingencia. Autores:
Fecha
2023-09
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Universidad de Guayaquil. Facultad de Filosofía, Letras y Ciencias de la Educación
Resumen
El objetivo del estudio fue analizar la influencia de las actividades en el aprendizaje de operaciones básicas con números enteros, tomando como objeto de estudio a los estudiantes de 8vo año de EGB en la Unidad Educativa Francisco Huerta Rendón de Guayaquil. Con este fin se aplicó una metodología de modalidad mixta, tipo de investigación de campo, bibliográfico y descriptivo, de método análisis-síntesis, deductivo e inductivo, recopilando los datos mediante encuestas a estudiantes y una entrevista al docente de matemáticas. Los resultados demostraron que los estudiantes perciben la enseñanza, en su mayoría, como regular, un uso ocasional de tecnologías digitales y una limitada capacidad del docente en la implementación de las e-actividades, lo que lleva a que la enseñanza no se perciba del todo como entretenida, más un acceso limitado a recursos tecnológicos para la enseñanza, y vacíos de conocimiento que arrastran los estudiantes. El trabajo concluye demostrando que las e-actividades influyen en el aprendizaje de estas operaciones, según la prueba de Rho de Spearman = 0,721 y un valor de significancia ≤ 0,05, presentando como propuesta una guía para fomentar el aprendizaje de estas operaciones usando las e-actividades.
The objective of the study was to analyze the influence of the activities in the learning of basic operations with integers, taking as object of study the 8th year students of EGB in the Francisco Huerta Rendón Educational Unit of Guayaquil. To this end, a mixed modality methodology was applied, a bibliographical and descriptive field research type, analysis-synthesis, deductive and inductive method, collecting data through student surveys and an interview with the mathematics teacher. The results showed that the students perceive the teaching, for the most part, as regular, an occasional use of digital technologies and a limited capacity of the teacher in the implementation of the e-tivities, which leads to the fact that the teaching is not perceived at all. as entertaining, plus limited access to technological resources for teaching, and knowledge gaps that students drag. The paper concludes by demonstrating that e-tivities influence the learning of these operations, according to Spearman's Rho test = 0.721 and a significance value ≤ 0.05, presenting as a proposal a guide to promote the learning of these operations using the e-tivities.
The objective of the study was to analyze the influence of the activities in the learning of basic operations with integers, taking as object of study the 8th year students of EGB in the Francisco Huerta Rendón Educational Unit of Guayaquil. To this end, a mixed modality methodology was applied, a bibliographical and descriptive field research type, analysis-synthesis, deductive and inductive method, collecting data through student surveys and an interview with the mathematics teacher. The results showed that the students perceive the teaching, for the most part, as regular, an occasional use of digital technologies and a limited capacity of the teacher in the implementation of the e-tivities, which leads to the fact that the teaching is not perceived at all. as entertaining, plus limited access to technological resources for teaching, and knowledge gaps that students drag. The paper concludes by demonstrating that e-tivities influence the learning of these operations, according to Spearman's Rho test = 0.721 and a significance value ≤ 0.05, presenting as a proposal a guide to promote the learning of these operations using the e-tivities.
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OPERACIONES BASICAS, E-ACTIVIDADES, GUIA DIDACTICA, ENSEÑANZA-APRENDIZAJE