El uso del entorno de aprendizaje GoConqr, para la enseñanza de las matemáticas en 8vo de básica en Ecuador

Teresa Marlene  del Rocío Giler Marmolejo; Pablo Bernardo  Anchundia Álava; Leonardo Xavier  González Baquerizo; Luis Alberto  Alzate Peralta

doi:10.59169/pentaciencias.v5i6.838

Authors

Teresa Marlene del Rocío Giler Marmolejo Universidad Bolivariana del Ecuador https://orcid.org/0009-0001-5001-1504
Pablo Bernardo Anchundia Álava Universidad Bolivariana del Ecuador https://orcid.org/0009-0001-7421-1578
Leonardo Xavier González Baquerizo Universidad Bolivariana del Ecuador https://orcid.org/0009-0004-0819-9226
Luis Alberto Alzate Peralta Universidad Bolivariana del Ecuador https://orcid.org/0000-0002-1642-7717

DOI:

https://doi.org/10.59169/pentaciencias.v5i6.838

Keywords:

educational platform; online learning; mathematics; motivation; participation

Abstract

This study assessed teachers' and students' perceptions of the GoConqr platform as a tool to enhance motivation, participation, and comprehension in 8th-grade mathematics learning. The methodology included surveys that revealed that the majority of teachers did not perceive a significant lack of student motivation and commitment in mathematics. Students showed a high level of access to GoConqr resources, with a focus on reading and studying materials. Most students considered the platform improved their understanding of mathematics and increased their motivation. However, technical challenges and difficulties in finding suitable resources were identified. Overall, the study supports the effectiveness of GoConqr as a tool to enhance mathematics teaching and learning, emphasizing the importance of addressing technical challenges and ensuring accessibility to suitable resources for all students.

Downloads

Download data is not yet available.

References

Breda, A. (2020). Características del análisis didáctico realizado por profesores para justificar la mejora en la enseñanza de las matemáticas. Scielo, 34(66), p- 69 - 88. https://doi.org/http://orcid.org/0000-0002-7764-0511

Caval, M. J. (2022). Desempeño docente y su influencia en el rendimiento escolar de matemática en estudiantes de una Unidad Educativa, Guayaquil. Universidad Cesar Vallejo. https://doi.org/https://repositorio.ucv.edu.pe/bitstream/handle/20.500.12692/95437/Caval_MJV-SD.pdf?sequence=1&isAllowed=y

INEC. (2021). Indicadores de Tecnología de la Información y Comunicación. Instituto Nacional de Estadísticas y Censo(4), 19. https://doi.org/https://www.ecuadorencifras.gob.ec/documentos/web-inec/Estadisticas_Sociales/TIC/2020/202012_Boletin_Multiproposito_Tics.pdf

Nazar, R., Chaudhry, I. S., Ali, S., & Faheem, M. (2018). Role of quality education for sustainable development goals (SDGS). International Journal of Social Sciences, 4(2), 486-501. https://pdfs.semanticscholar.org/cefd/caed096ed9b7a7a4fa1668623f02f0a6a8c8.pdf

Quintero et al, M. &. (2019). Las Tic para la Enseñanza de la Matemática en Educación Media General. Revista RECITIUTM, 6(1), p 21. https://doi.org/http://www.recitiutm.iutm.edu.ve/index.php/recitiutm

Trevisan, L. V., Eustachio, J. H. P. P., Dias, B. G., Filho, W. L., & Pedrozo, E. Á. (2023). Digital transformation towards sustainability in higher education: state-of-the-art and future research insights. Environment, Development and Sustainability, 1-22. https://link.springer.com/article/10.1007/s10668-022-02874-7