Herramientas virtuales para generar aprendizajes significativos en el área de matemáticas en estudiantes de sexto año, Escuela Rabindranath Tagore, 2021

Abstract

Technology and its virtual tools have become an important factor for the educational process, which enable the development of classes, in relation to the type of education that is being carried out, therefore, this integration project curricular, is directed to know about virtual tools for the generation of significant learning in students, considering that virtual education needs the integration of spaces, which allows the best interaction in learning. The entire research process was carried out at the "Rabindranath Tagore" School of Basic General Education, taking into account sixth-year students, in order to determine the influence of virtual tools to generate significant learning in the area of mathematics. . In the development of the conceptual framework, it was perfected to inquire in depth about the definitions of virtual tools, the advantages, competencies and skills that could be acquired with their applications within the teaching-learning process, it was also based on how to generate significant learning in students around mathematics, through the use of these virtual educational platforms. In the same way, the foundation at the contextual level was taken into consideration, to understand the environment where the research problem will be developed and thus achieve a legal framework that helps to base its choice for the project. Regarding the research methodology, a quantitative-qualitative research was proposed to collect statistical data and objective data, so that the information collected is accurate and effective; the level of research, it was raised, from the explanatory and descriptive, to learn about the subject and object of study, which allowed carrying out the bibliographic and field research modality, with the respective theoretical method of induction-deduction. Therefore, the research units understand the population and show the students and teachers of the educational institution, to whom the data collection instruments were applied, which included the survey applied to sixth-year students and the interview to the school teachers. Starting from the discussion and analysis of the results, the hypotheses were verified, therefore, it was found that the teachers of the institution are not planning to use virtual tools. In this way, within the teaching process - mathematical learning, significant learning is not being revealed, which is produced from an experience, to link it with new concepts, it was also found that these platforms have a positive influence if teachers apply within their teaching for the benefit of students. For this reason, within the framework of the analysis of the problems, their theoretical references, data and results, the realization of the proposal was established, called "Didactic Guide of virtual tools for Mathematics", in which, 5 platforms will be addressed to the area of mathematics. In the development of the proposal, objectives were established to carry it out, which allowed describing each of the structural components, so that they led to the construction of its phases, in which the bases are disclosed. , mathematics details, functions and orientation steps of the different virtual tools that can be used, for the development of teaching in the area by the teacher. Finally, through the technical, economic, social and legal dimensions, it was shown to clarify and validate the applicability of the proposal, so that the teaching-learning process, both virtual and face-to-face, sixth-year students can improve and link the theoretical knowledge, with the tools, in favor of continuing with the change and innovation of education and technology.