Página web como recurso didáctico para el aprendizaje de Matemáticas en la Escuela de Educación General Básica “Ramos de Oliva Echeverria”

Abstract

The purpose of this project is to design and implement an interactive educational website aimed at strengthening the teaching-learning process in mathematics, aimed at seventh-grade students of General Basic Education at the "Ramos de Oliva Echeverria" School, located in Machala, Ecuador. The initiative arose in response to the difficulties identified in mastering operations with whole numbers, fractions, and decimals. The proposal is based on the principles of the constructivist approach, integrating current technological tools such as Wix, Wordwall, Quizizz, and Canva. These platforms allowed for the creation of an innovative learning environment, with resources such as educational videos, fun activities, interactive exercises with immediate feedback, and visual simulations, encouraging active student participation. The research adopted a mixed approach, combining qualitative and quantitative techniques within a descriptive-explanatory design. The sample consisted of 25 students at the target level and their mathematics teacher. Surveys, interviews, and direct observation were used to gather data, employing validated instruments and guided by the ADDIE instructional development model to create the digital prototype. The results revealed significant progress in various aspects of learning. There was an 85% improvement in the ability to solve mathematical problems, a 75% increase in the retention of key concepts, and an 80% increase in motivation for the subject. Furthermore, 90% of students expressed a preference for this method compared to traditional classes, and a notable decrease in math-related anxiety was observed. The implementation of the website demonstrates its effectiveness as a teaching resource, transforming mathematics learning into a more understandable, engaging, and accessible experience. Furthermore, the project not only promoted the understanding of fundamental content but also enhanced essential digital skills, aligned with the educational and technological demands of the 21st century.