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Item Fraction Challenge y el aprendizaje de fracciones(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Maestría en Educación Mención en Enseñanza de la Matemática, 2025-10-31) Soto Velásquez Viviana Nataly; Morocho Lara Héctor Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Maestría en Educación Mención en Enseñanza de la MatemáticaIn Ecuador, mathematics education is a fundamental pillar for technical development and employment skills among citizens. However, within this field, learning fractions represents a constant challenge for students, hindering their academic progress and the application of this knowledge in their daily lives. In response to this problem, this research aimed to determine the contribution of Fraction Challenge to the learning of fractions in fifth-grade students in elementary school. The research adopted a quasi-experimental design, with a quantitative approach and a descriptive scope. The integrated modality was bibliographic, field, and experimental. The study population consisted of all 24 fifth-grade students, who were randomly divided into two equal groups: an experimental group, which used Fraction Challenge, and a control group, which worked with a traditional methodology. Two instruments adapted from previous validated studies were used for data collection: an objective test (pre-test and posttest) and a questionnaire to assess student satisfaction with a Likert-type scale. The results obtained in the pre-test showed a similar level of knowledge, with averages of 4.61 (control group) and 4.71 (experimental group). After the intervention, the control group achieved an average of 6.21, while the experimental group achieved a significantly higher average of 8.16. It is concluded that the implementation of Fraction Challenge had a positive and significant influence on fraction learning, not only substantially raising academic performance but also helping students overcome lower achievement levels. These findings support the effectiveness of integrating gamified technological tools as a teaching strategy to transform the teaching of complex mathematical content, promoting deeper, more motivating learning that is aligned with contemporary educational demands.Item Realidad Virtual como herramienta de aprendizaje de poliedros en los estudiantes del décimo año de la Unidad Educativa Issac Acosta Calderón(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Maestría en Educación Mención en Enseñanza de la Matemática, 2025-10-23) Lasluisa Chacha Fernando Gabriel; Sánchez Guerrero Mentor Javier; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Maestría en Educación Mención en Enseñanza de la MatemáticaThe present research, entitled “Virtual Reality as a Tool for Learning Polyhedra among Tenth-Grade Students at the Issac Acosta Calderón Educational Unit,” aims to implement technological tools that enable students to enhance their digital skills, geometric reasoning, and logical and deductive thinking. The objective of the study was to determine the scope of Virtual Reality as a tool for learning polyhedra, with the aim of improving students’ understanding of three-dimensional geometric shapes and fostering meaningful learning. A mixed-methods approach was adopted: the qualitative approach allowed for evaluating the level of geometric reasoning, while the quantitative approach enabled observation of the degree of relationship between the two variables. The type of research was correlational, with a preexperimental design, applied to a population of 21 tenth-grade students in basic general education. The Van Hiele Test was used as a data collection instrument, which allowed for the identification of the level of geometric reasoning before and after the intervention with the NeoTrie VR software. The results obtained at the end of the intervention revealed that virtual reality favored the development of geometric reasoning, since more than three-quarters of the students scored at the high and complete levels in visualization, analysis, and classification. To determine the degree of relationship between the variables, the Wilcoxon signed-rank test was applied, which confirmed the existence of significant differences after the use of virtual reality. In conclusion, the incorporation of educational technologies, namely virtual reality into geometry instruction yields better results in developing geometric reasoning than traditional teaching, by fostering interactive, visual, and motivating learning. Therefore, it is recommended to implement technology-based pedagogical strategies that strengthen students’ logical and geometric thinking.Item La Gamificación en el aprendizaje de los fundamentos técnicos de Taekwondo en estudiantes de Bachillerato General(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Educación Física y Deporte, 2025-04-28) Puruncajas Silva Oscar Fabián; Villalba Garzón Gabriela Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Educación Física y DeporteGamification has established itself as an innovative methodology in education, especially in areas requiring high motivation and discipline, such as Taekwondo. This martial art's countless attack and defense techniques promote understanding and proper execution of various technical fundamentals. Thus, the research aimed to determine the impact of gamification on the learning of the technical fundamentals of Taekwondo among Unified General Baccalaureate students at the UK International School in Ambato. To this end, a quantitative, quasi-experimental approach was used with an observation method involving 26 high school students. A pre- and post-intervention observation sheet was used to evaluate their execution of the technical fundamentals of Taekwondo, using a Likert scale ranging from 1 to 5. The results were converted into numerical data and statistically processed in SPSS, identifying that the sample was not normal and using non-parametric criteria. The findings identified that the students were not at a good level of mastery of the technical fundamentals, being very low and low. Therefore, the need for an intervention for their learning and mastery was evident. Thus, a series of structured activities were carried out that incorporated games and their elements for teaching Taekwondo in the educational context. Thus, it is concluded that the application of a gamification program achieved a significant impact on the learning of the technical fundamentals of Taekwondo in high school students, going from very low and low levels to very high and high, demonstrating the effectiveness of the game and the strategies derived from it such as reward, incorporation of narrative, timely feedback, teamwork, motivation, among others.Item Estilo de aprendizaje VAK (visual-auditivo-kinestésico) en el desarrollo de la conciencia espacial, con niños de preparatoria de la Unidad Educativa Angamarca(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-04-25) Lloacana Troya Ángel Israel; Acosta Bones Silvia Beatriz; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Enseñanza de la matemáticaThe present study entitled "VAK learning style (visual-auditory-kinesthetic) in the development of spatial awareness in high school children of the Angamarca Educational Unit" has as its main objective to analyze the impact of the VAK model in the development of spatial awareness in 5-year-old children. The research is framed in a quantitative approach of pre-experimental design, using an observation sheet validated by experts for data collection at two moments, before and after the intervention. The level of spatial awareness was initially diagnosed, showing that 70% of the students were at an "Initiated" level. Subsequently, activities based on the VAK model were applied, including visual, auditory and kinesthetic dynamics such as games, songs, dramatizations and spatial orientation exercises. These activities allowed students to actively interact with their environment, promoting experiential learning that facilitated the assimilation of spatial concepts in a playful and meaningful way. The results before the intervention showed a significant improvement, 75% of the students reached the "Acquired" level, while the "Initiated" category completely disappeared, evidencing a notable impact on learning. The statistical analysis, carried out using the Wilcoxon test, confirmed the existence of significant differences between the pre- and post-intervention measurements, thus verifying the hypothesis that the VAK style contributes positively to the development of spatial awareness. These findings align with previous studies that highlight the effectiveness of multisensory learning in improving cognitive, motor, and socio-emotional skills in early childhood. The active participation of children in activities that combine different sensory stimuli proved to be a determining factor in the consolidation of lasting learning. It is concluded that the implementation of the VAK model in the classroom promotes meaningful learning, adapted to the individual needs of students.Item Gamificación y el aprendizaje de las operaciones básicas de los estudiantes de tercer año de educación básica de la Unidad Educativa Suizo(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-04-25) Galarza Moya Cristina Marisol; Wilma Elizabeth Suárez Mosquera; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Enseñanza de la matemáticaIn the current educational field, playful strategies emerge as an innovative and versatile option to enrich students' learning experiences. These strategies aim to transform the traditional educational process, making it more dynamic, engaging, and meaningful for learners. One of the most prominent methodologies in this context is gamification, which involves turning academic activities into exciting and rewarding challenges, emulating characteristics of games. This methodology has proven particularly effective in capturing students' attention and improving both their academic performance and their attitude towards subjects traditionally perceived as difficult, such as mathematics. This study evaluated the impact of gamification on teaching basic operations to thirdyear primary education students. Its main objective was to determine whether this methodology could significantly enhance not only academic outcomes but also students' motivation and interest in mathematical learning. To achieve this, a preexperimental design with two groups was adopted, allowing for a comparison of the effects of a gamified intervention. The research combined quantitative and qualitative approaches, relying on an exhaustive literature review and direct classroom observation. Statistical tools, such as the Student's t-test and Cronbach's alpha coefficient, were used to analyze the collected data. The sample consisted of 28 thirdyear students divided into two groups: "A" and "B." The results revealed that several technological tools, such as WordWall, Educaplay, Kahoot, and Gynzy, played a key role in fostering interactive learning. The implementation of gamified activities in the educational setting increased student participation and motivation, having a positive impact on the learning process. It is recommended to promote equitable access to these tools and provide continuous training to teachers and students, thus ensuring an effective and meaningful use of educational technologies.Item Gamificación en el aprendizaje de matemáticas en los estudiantes de la oferta educativa para personas jóvenes, adultas y adultas mayores con escolaridad inconclusa de primer año de bachillerato acelerado de la Unidad Educativa Quisapinch(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-04-16) Toasa Alpapucho Edgar Rubén; Morocho Lara Héctor Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Enseñanza de la matemáticaThe students participating in the educational offer aimed at young people, adults and older adults with unfinished schooling face various challenges in the educational field, especially in the area of Mathematics. Significant difficulties related to very basic knowledge, poor problemsolving skills, and limited understanding of key concepts were identified. Faced with this problem, the general objective of this study was to determine the contribution of gamification in the process of learning mathematics in students of the first year of accelerated high school of the Quisapincha Educational Unit. To fulfill this purpose, a mixed approach methodology was applied, combining quantitative and qualitative techniques, under a longitudinal applied preexperimental design. This strategy made it possible to observe and measure changes in the level of learning before and after the implementation of the pedagogical intervention. The sample was composed of 20 students, who actively participated in class sessions structured through the use of gamification elements, such as interactive challenges, symbolic rewards, playful dynamics and educational digital platforms. The results obtained demonstrated a significant improvement in the mathematical learning of the participants. The average grade in the pre-test was 5.5 out of 10, a level that is classified as "close to achieving the required learning". After the gamification intervention, the average rose to 9.25 points, placing the students at the level of "master the required learning", with an improvement of 3.75 points in the arithmetic mean. These findings support the effectiveness of gamification as an innovative didactic strategy that not only motivates, but also improves comprehension and performance in mathematics, especially in educational contexts where students have discontinuous school trajectories.Item GeoGebra cómo estrategia educativa para el aprendizaje de las funciones lineales en la Unidad Educativa “Salcedo”(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-04-16) Jiménez Chafla Sandra Vigael; Chimbo Cáceres Elsa Mayorie; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Enseñanza de la matemáticaThe objective of this work was to determine the influence of the use of GeoGebra in the teaching process of linear functions in the tenth year of the Educational Unit. “Salcedo”. The research adopted an experimental design with quasiexperimental classification of longitudinal cut, descriptive-correlational level, mixed approach and hypothetico-deductive modality. The sample was composed of preexisting groups of 30 students each for the experimental and control groups. For data collection, three questionnaires were applied in different phases of the study. Five micro curricular plans were elaborated to be implemented in 15 interactive learning interventions focused on developing mathematical skills through GeoGebra. Pre- and post-treatment measurements were taken to assess the influence of the variable. An initial questionnaire was applied, whose objective was to diagnose the digital tools for learning and knowledge (TAC) in the evaluation of learning, it was determined that the tools that the teacher uses with the experimental group include Quiziz, Google Forms and a combination of Educaplay and WhatsApp. In the experimental group, the pre-test validated by experts reached an average of 3.67 and in the post-test 7.87, and a very strong positive correlation was obtained. Subsequently, the level of satisfaction of the experimental group was determined, which was 63.33% according to the TAM instrument. The Wilcoxon test (<0.001) and the Mann Whitney U test (<0.001) were used to test the hypothesis, thus rejecting the null hypothesis and accepting the alternative hypothesis. This study is based on the pedagogical currents of constructivism and connectivism, allied in the curriculum of the Ministry of Education of Ecuador (MinEduc) and supported by Learning and Knowledge Technologies (LKT). It is concluded that the GeoGebra educational strategy strengthens and facilitates learning in students, preparing them in an integral way to face the demands of contemporary society.Item Las estrategias metodológicas en el estudio del dominio de una función matemática(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-04-14) Zhunio Pacheco José Luis; Velastegui Hernández Rommel Santiago; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Enseñanza de la matemáticaThis research aims to identify the influence of methodological strategies on learning the calculation of the domain of a mathematical function, with the goal of improving teaching and learning processes in Mathematics at the Unidad Educativa Francisca de las Llagas in Quito. The difficulty of learning Mathematics is a recurring issue at the institution, and the calculation of the domain of a function is one of the topics that most affects the academic performance of second-year high school students. Therefore, this study emphasizes the importance of analyzing the impact of methodological strategies and their reflection on students' academic performance. Additionally, it explores the advantages of implementing new strategies that contribute to meaningful learning in Mathematics. The research was conducted with 97 second-year high school students and 28 teachers from the Unidad Educativa Francisca de las Llagas in Quito, addressing the need to overcome obstacles and difficulties in learning the domain of a function. A mixed-method approach, combining qualitative and quantitative elements, was employed, along with a pre-experimental design and a correlational scope between the two variables. Surveys were administered to teachers, and an analysis of the academic performance of secondyear high school students was conducted. The study correlated teachers' knowledge and application of methodological strategies in Mathematics with the average grades of the classes they taught. The findings indicate that the use of methodological strategies significantly influences the learning of the domain of a function. The lack of strategies such as Project-Based Learning (PBL), virtual environments, and artificial intelligence reduces the potential for meaningful learning. The research concludes that the application of innovative methodological strategies is essential to enhance students' understanding and performance in Mathematics.Item El método heurístico con inteligencia artificial en el proceso de enseñanza -aprendizaje de la suma y resta en los estudiantes de tercer año de la Unidad Educativa “ABC”(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-03-07) Villacis Freire Raquel Silvana; Morocho Lara Héctor Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Enseñanza de la matemáticaNowadays, teaching is undergoing a constant transformation, largely driven by technological advancement. Technology has become a fundamental tool in the educational process, so it is essential to integrate it as a strategy in the teaching of mathematics. Its incorporation allows to enrich learning, make it more interactive and accessible, and offer students new ways to explore and understand mathematical concepts. This research aimed to: Determine the influence of the heuristic method with artificial intelligence in the learning process of addition and subtraction in third-year students of the "ABC" Educational Unit. The applied methodology had a quantitative approach, with a pre-experimental design in which we worked with an experimental group without a control group, with a descriptive level, with a bibliographic and field modality, the technique for collecting information was done through a test, where a questionnaire of 8 addition and subtraction questions was applied in a context related to real life. We worked with two weekly sessions for 6 weeks, applying the heuristic method with artificial intelligence. The instruments were validated by expert judgment. The population consisted of 11 third grade students and one teacher, because the population was small, sampling techniques were not applied. After applying a pre-test and a post-test, the following results were obtained: the pre-test had an average of 6.72 and after applying the treatment, a notable increase in the average of 8.86 was obtained, which showed a significant change of 2.14 points of difference from the pre-test. The Student T test to verify the alternative hypothesis proposed was true. In conclusion, the application of the heuristic method with artificial intelligence had an influence on the learning of addition and subtraction, because a guide with activities was designed to help understand the content and the correct use of the methodology, where different strategies that allow the acquisition and development of skills are detailed.Item GeoGebra y el proceso de enseñanza aprendizaje de ecuaciones de segundo grado(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-01-27) Zambonino Quisanga Joseline Valeria; Chimbo Cáceres Elsa Mayorie; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la MatemáticaThe purpose of this work was to find out how GeoGebra influences the teaching-learning process of second degree equations in first year high school students of the "Mariscal Antonio José de Sucre" Educational Unit. To do this, the study variables were based on a theoretical and scientific basis. The research problem is based on the low academic performance in the area of mathematics, particularly in the subject of second degree equations, where a greater challenge has been demonstrated to understand and put into practice the procedures necessary for its solution. The applied methodology had a pre-experimental design, working with a single group made up of 46 students, with a qualitative-quantitative approach at a correlational level within the bibliographic and field documentary modality. The information collected in the research was obtained through the survey technique and as an instrument the application of a structured questionnaire, which was carried out twice, before (pre-test) and after (post-test) the teaching sessions to know the changes and compare the results obtained on the level of knowledge of second degree equations. The statistics were obtained thanks to the SPSS software and the Wilcoxon test was used to verify the hypothesis. The results indicated that the application of GeoGebra positively influences the teaching-learning process of second degree equations, since before the intervention, 72% of the students did not reach the required learning (scores less than 7 in the pre-test), while only 28% obtained satisfactory grades. After the implementation of GeoGebra, 70% of the students managed to exceed the threshold of the necessary learning, with a grade higher than 7 in the post-test. Concluding that the introduction of GeoGebra in the teaching of second degree equations not only improved students' grades, but also contributed to a greater understanding and mastery of the subject, highlighting the effectiveness of this technological tool in the educational process. The proposed approach combines traditional teaching with technology, which generates a more inclusive learning environment adapted to current needs.