Teaching innovation in ICTS for the collaborative learning of students in the subject of mathematics

Abstract

Educational innovation from its conception has strengthened important aspects in the teaching-learning process, auguring new strategies used by teachers as well as the integration of students, the importance of collaborative learning of group dynamics with reflective approaches to thinking and development of the various components of the group, enhancing interpersonal relationship skills among participants. This work contrasted the results of the assessment of 336 students of leveling at the Universidad Estatal del Sur de Manabí focused on the subject of mathematics. In view of the above, this study presented important issues from the problematic highlighted in the multidimensional environment of the students, and the slow incorporation of ICT, which gave way to the development of e-learning and blended learning models (b-learning and blended-learning). The objective of the research established the critical foundation of the strengthening of the teaching innovation in ICTs for the collaborative learning of students in the subject of mathematics as well as the referenced contribution denoted the learning environments that facilitate the adaptability of new methodologies in the resources adopted by the teaching staff. The research approached a qualitative-quantitative methodology through the application of techniques that allowed highlighting transcendent and relevant actions relevant to the research, as well as determining the significant impact on learning of the incorporation of Information and Communication Technologies according to specific educational needs and the achievement of levels of concreteness of such innovative experiences.