Browsing by Author "Portero Padilla Eduardo Pablo"

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    El aprendizaje cooperativo y la enseñanza de la geometría analíticaen la Unidad Educativa Antonio Neumane
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-01-16) Portero Padilla Eduardo Pablo; Hernández Dávila Carlos Alfredo; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática
    This study focused on the implementation of cooperative learning and the teaching of analytical geometry at Antonio Neumane Educational Unit, located in Chonta Punta parish, Tena canton. A quasi-experimental research design was used, with an applied level, a mixed approach, and a field modality, employing observation and testing techniques with instruments such as a checklist and questionnaires, which included a pre-test and a post-test adapted to the context of high school students. The study population consisted of 28 students. The research line of this project was Pedagogy. The results showed a significant improvement in academic performance, with an increase in average scores from 5.14 in the preprueba to 6.96 in the posttest. The “t” Student test was applied, which allowed rejecting the null hypothesis and accepting the alternative hypothesis. This revealed a better understanding of analytical geometry concepts and a positive change in student attitudes, observable from the fourth week of strategy implementation. Cooperative learning fostered an environment of collaboration and mutual support, improving both academic skills and social and communication abilities. Students developed a sense of shared responsibility and learned to work in teams, which is essential for their integral development. By using cell phones, the GeoGebra software was included, allowing students to visualize equations concretely rather than abstractly. This is particularly crucial in a rural area like the one of the educational institution, as GeoGebra facilitated dynamic interaction with geometric concepts, enhancing understanding and active participation in class. In conclusion, the implementation of cooperative learning and the use of GeoGebra in teaching analytical geometry proved to be effective strategies for improving academic performance and student attitudes. Even in rural contexts with limited resources, the use of educational technologies and cooperative methodologies can significantly transform the teaching-learning process.