Aplicación móvil como estrategia didáctica para fortalecer el aprendizaje de matemáticas en el 5to año de educación básica

Abstract

Education is undergoing important changes based on the use of new proposals that help to improve learning environments. The evolution of education is becoming more and more accelerated due to the use of technological tools that are being included in the teaching and learning processes. Within the basic sciences there is a very evident problem in the subject of mathematics, where students fail to grasp the learning of basic operations, thus causing a lack of interest in the subject, which is why technology is intended to improve learning environments, especially in basic education students. As is well known, the subject of mathematics is very important in basic education, because it allows to train students with characteristics of critical thinking and problem solving, thus allowing students to be able to solve problems from different points of view. Due to this need it was proposed as an objective to develop a mobile application as a didactic strategy to strengthen the learning and motivation of students in the subject of mathematics in the fifth year of basic parallel "A" of the School of Basic Education "Rafael González Rubio", the creation of the mobile application has the four basic operations in order to improve and strengthen the learning of the subject, as the main objective of the mobile application is to motivate students to solve mathematical problems through interactive exercises within the app through the use of the mobile phone. The mobile application has problem-solving exercises, a practice screen that allows students to familiarise themselves with the mathematical problem-solving environment. This is an appropriate didactic strategy to encourage and motivate students in the 5th year of general basic education. The mobile application had two experiences in which the first one was presented to the teacher to find out if the activities carried out in the mobile application were suitable for the students, in which the result was positive according to the activities that were carried out, during the process of the experience, improvements in the design were made known, which helps the students to maintain greater concentration. During the second experience, the level of acceptance by the students was evidenced, which obtained a percentage of 100% according to the question "if they found it appropriate to learn through the mobile application" leaving as evidence that the use of mobile applications allows the student to be more interactive and participatory inside and outside the classroom, thus maintaining a high motivation in the learning process of basic mathematical operations. In conclusion, the use of mobile applications as a didactic strategy allows to keep students motivated and participative in the classroom, so the teacher must maintain a balance between the use of the mobile application and the content that is explained during class hours in order to prevent the mobile application from becoming a traditional learning tool.