Estrategias de aprendizaje basadas en entornos virtuales para la enseñanza de las matemáticas en el Colegio de Bachillerato Simón Bolívar.

Abstract

The present research work was carried putt in the "Simón Bolívar" High School located in the province of El Oro-Ecuador in the city of Machala, Puerto Bolívar parish, with parallel "A" and "B" high school students in the subject of Mathematics, corresponding to the 2020-2021 school year. The research aims to analyze the application of a virtual environment as a learning strategy to strengthen the teaching of mathematics in high school students; With the implementation of the educational platform or space, it will be possible to Design methodological strategies that facilitate the learning of mathematics in addition to Create support materials that facilitate the understanding of the contents and the Construction of knowledge and it will also be possible to Promote collaborative and autonomous learning through of the tools integrated in the virtual classroom and at the same time Incorporate assessment strategies through the Kahoot and Quizizz platforms. The Virtual Classroom of Mathematics, aims to provide students with a collaborative, meaningful learning based on constructivism, where they have access to use different interactive resources such as a textbook from the Ministry of Education of Ecuador, tutorial videos of the class, presentations of contents, glossary of words, forum, chat and activities for mathematical strengthening and feedback through hours and pedagogical tutorials. In this research, the ADDIE model has been used as a frame of reference for its implementation in the Virtual Mathematics Learning Environment, which is widely used in the field of instructional design in order to be able to plan, create, design and implement in learning environments. teaching-learning in which this model is being used in education based on the use of technology. The ADDIE Model has five stages which are: Analysis, Design, Development, Implementation, Evaluation; during the analysis stage and identify the variables necessary to design a course, for example: the student's profile, the description of obstacles, needs and the definition of problems; in the design stage, the teacher establishes the objectives, the topics to be evaluated, the specifications of the prototype; the developmental stage refers to the creation of the learning environment; The implementation stage consists of using the educational project in the real context and finally we have the evaluation stage that includes the interpretation of the results and the revision of the prototype. The focus of this research was carried out through the guidelines of Qualitative and Quantitative research; The quantitative approach allowed the collection of information and data, a numerical measurement, statistical analysis of the aspects to be investigated; Its characteristics are to pose a specific problem, Review the literature and then build a new logical framework; The qualitative approach allowed data collection without numerical measurement, to inquire, discover, refine research questions; In addition, its characteristics is a flexible process, it allows collecting information through detailed observation of verbal and non-verbal expressions, as well as behaviors and manifestations.