Browsing by Author "Jiménez Gamboa David Alberto"

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    Estrategias didácticas basadas en herramientas tecnológicas para la enseñanza de factorización en la asignatura de matemáticas en el noveno curso de la U.E. Leonardo Murialdo
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Educación Física y Deporte, 2025-01-13) Jiménez Gamboa David Alberto; Chimbo Cáceres Elsa Maryorie; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática
    The main objective of the study focuses on determining the impact of didactic strategies based on technological tools for the teaching of factorization in the subject of mathematics in the ninth grade of U. E. Leonardo Murialdo. The research focused on a qualitative-quantitative approach with a pre-experimental design and descriptive scope, where a population of 28 students was established. The methodological arrangement included the application of a survey by means of a questionnaire consisting of 15 questions, it was validated by experts and its reliability was carried out by Cronbach's alpha, having an index of 0.906. In addition, it was evaluated with pretest and post-test tests with the aim of finding out the level of knowledge of the students in relation to factorization. Subsequently, a satisfaction survey was used, the TAM model with 12 questions of which only questions 1, 6, 7, 8 and 9 were used. The statistics showed that 71% have always used and know about the CATs that the teacher uses to evaluate, while 29% have almost always used and know about such resources. In grades, the pre-test manifested an average of 5.79 out of 10, increasing to 7.96 in the post-test, this increase of 2.18 points shows a fundamental advance in the history and the 10 cases of factoring after an adequate exposure of the CATs, these responses of both tests were validated by Cronbach's alpha, obtaining an index of 0.709 and 0.702, respectively. Then, the responses of the TAM model were analyzed, where they affirm that the CTs are useful and easy to use with 45.71% totally satisfactory and 54.29% satisfactory; the responses were validated by Cronbach's alpha, obtaining an index of 0.756. The results reveal that didactic strategies based on technological tools have a significant impact on the teaching of factoring in the subject of mathematics. In conclusion, didactic strategies together with the use of technological tools are of great help for students to improve their academic performance.