Espacios virtuales en tres dimensiones y el proceso enseñanza de la derivada en el tercero de bachillerato de la unidad educativa Santo Domingo de Guzmán

Abstract

The management and use of virtual spaces in three dimensions has nowadays become an unavoidable requirement in education. Educational institutions were forced to implement virtual classes, so teachers selected a variety of teaching and learning resources. The teacher did not frequently use virtual spaces in the subject of mathematics during online education, which influenced the difficulty in the understanding of solving exercises and problems of the subject. The objective is to determine the relationship between virtual spaces in three dimensions and the teaching process of the derivative in the third year of high school of the Santo Domingo de Guzmán educational unit. The methodology of the study is applied, it was based on the quali-quantitative research approach, with an exploratory, descriptive and correlative type of research: exploratory, descriptive and correlational; with a field research modality, bibliographic-documentary and with a quasi-experimental design the Shapiro-Wilks test was applied to assess the variable if it is normal or not; from the data obtained and analyzed the hypothesis raised is tested, The study has a descriptive-correlational scope perspective applied in 140 students divided into four groups of 35, and subjected to a study before (control pretest) and after (experimental posttest). In conclusion, the results obtained are socialized, and show that the experimental group posttest to the pretest experimental group presents a significant difference in the use of virtual spaces in three dimensions in the teaching of the derivative; therefore, it is proposed to implement in the classroom and class time of mathematics, virtual spaces to improve the understanding of students in the last year of high school.