Submit a Manuscript

International Electronic Journal of Mathematics Education

Information and Communication Technologies as a Didactic Tool for the Construction of Meaningful Learning in the Area of Mathematics
Derling Jose Mendoza 1 * , Derling Isaac Mendoza 2
1 Universidad Iberoamericana del Ecuador, ECUADOR2 Institute Giordano Bruno of Ecuador, ECUADOR
* Corresponding Author
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Mendoza DJ, Mendoza DI. Information and Communication Technologies as a Didactic Tool for the Construction of Meaningful Learning in the Area of Mathematics. INT ELECT J MATH ED. 2018;13(3), 261-271. https://doi.org/10.12973/iejme/3907
APA 6th edition
In-text citation: (Mendoza & Mendoza, 2018)
Reference: Mendoza, D. J., & Mendoza, D. I. (2018). Information and Communication Technologies as a Didactic Tool for the Construction of Meaningful Learning in the Area of Mathematics. International Electronic Journal of Mathematics Education, 13(3), 261-271. https://doi.org/10.12973/iejme/3907
Chicago
In-text citation: (Mendoza and Mendoza, 2018)
Reference: Mendoza, Derling Jose, and Derling Isaac Mendoza. "Information and Communication Technologies as a Didactic Tool for the Construction of Meaningful Learning in the Area of Mathematics". International Electronic Journal of Mathematics Education 2018 13 no. 3 (2018): 261-271. https://doi.org/10.12973/iejme/3907
Harvard
In-text citation: (Mendoza and Mendoza, 2018)
Reference: Mendoza, D. J., and Mendoza, D. I. (2018). Information and Communication Technologies as a Didactic Tool for the Construction of Meaningful Learning in the Area of Mathematics. International Electronic Journal of Mathematics Education, 13(3), pp. 261-271. https://doi.org/10.12973/iejme/3907
MLA
In-text citation: (Mendoza and Mendoza, 2018)
Reference: Mendoza, Derling Jose et al. "Information and Communication Technologies as a Didactic Tool for the Construction of Meaningful Learning in the Area of Mathematics". International Electronic Journal of Mathematics Education, vol. 13, no. 3, 2018, pp. 261-271. https://doi.org/10.12973/iejme/3907
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Mendoza DJ, Mendoza DI. Information and Communication Technologies as a Didactic Tool for the Construction of Meaningful Learning in the Area of Mathematics. INT ELECT J MATH ED. 2018;13(3):261-71. https://doi.org/10.12973/iejme/3907

Abstract

The main objective of the research is to analyze the cognitive attributes offered by Information and Communication Technologies to promote mathematical software as a model of teaching and learning. In the study, the software was used as a motivating didactic resource for the construction of meaningful learning. One hundred students of the first semester of Universidad Iberoamericana of Ecuador participated in this research. For the selection of the sample it was applied a non-probabilistic participatory type technique. The study was developed according to the approach of mixed methods of sequential explanatory design. The researcher organized the article in two phases: the first phase was quantitative. Quantitative results were obtained by applying a questionnaire to the students. The data demonstrated the need for change in university mathematics education. For students in the first semester, it was implemented the Wiris and Geogebra operational program during the qualitative phase. Moreover, the observation guide made it possible to collect qualitative information. The results of both phases were joined through the triangulation method. In conclusion, it is proposed the use of software as a model of teaching-learning process. It is highlighted the importance of active group knowledge sharing.

Keywords

meaningful learning mathematics teaching information and communication technologies in education

References

  • Arcavi, A. (2018). Towards an Integrative Vision of the Teaching and Learning of Mathematics. Education Mathematical, 30(2), 33-48. https://doi.org/10.24844/EM3002.02
  • Area, M. (2005). De las Bibliotecas Universitarias a los Centros de recursos para el Aprendizaje y la Investigación. Madrid: CRUE.
  • Ausubel, D. (1976). Psicología educativa. Un punto de vista cognoscitivo. México: Trillas.
  • Azorín, C. (2018). El método de aprendizaje cooperativo y su aplicación en las aulas. Perfiles Educativos, 40(161), 181-194
  • Cabero, J. (2000). Nuevas tecnologías, comunicación y educación. Universidad Nacional Abierta. Venezuela: Edutec.
  • Calm, R., Masía, R., Olivé, C., Parés, N., Pozo, F., Ripoll, J., & Sancho, T. (2017). Use of wiris quizzes in an online calculus course. Journal of Technology and Science Education, 7(2), 221-230. https://doi.org/10.3926/jotse.253
  • Casas, J., Repullo, J., & Donado, J. (2003). La encuesta como técnica de investigación. Elaboración de cuestionarios y tratamiento estadístico de los datos (I). Atención Primaria; 31(8), 527-38.
  • Coll, C., & Solé, I. (2001). Aprendizaje Significativo y Ayuda Pedagógica. Revista Candidu, 15, 1-21.
  • Constitution of the Republic of Ecuador (1999).
  • Darling, C. (2018). Application of the Modified Erikson Psychosocial Stage Inventory: 25 Years in Review. Western Journal of Nursing Research, 0(0), 0193945918770457. https://doi.org/10.1177/0193945918770457
  • Donolo, D. (2009). Triangulación: procedimiento incorporado a nuevas metodologías de investigación. Revista Digital Universitària, 10(8), 5-24.
  • García, G., & Romero, J. (2018). Math for All in Times of Inclusion as an Imperative: A Study on the Program Todos a Aprender. Revista Colombiana de Educación, 74, 289-310.
  • Hernaiz, J. (2006). Aprender a valorar la matemática. Medellín: Limusa.
  • Hernández, R. (2017). Fundamentos de Investigación. México: Mc GrawHill.
  • Hernández, R., Fernández, C., & Baptista, P. (2014). Metodología de la investigación. México: Mc GrawHill.
  • Herrera, M., Fernández, D., & Seguel, R. (2018). Teachers’ perception about ICT integration in teaching practices in relation to the normative frameworks for the teaching profession in Chile. Ensaio: Avaliação e Políticas Públicas em Educação, 26(98), 163-184. https://doi.org/10.1590/s0104-40362017002501119
  • Landeau, R. (2012). Metodología y nuevas tecnologías. Caracas: Alfa.
  • Legañoa, M., Báez, I., & García, J. (2017). Attitude toward mathematics: teachers’ capacity to consider them. Transformación, 13(1), 56-65.
  • Martínez, D. (2017). Critical thinking assessment in education for citizenship. Proposal for overcrowded Contexts. Didacticae, 3, 131-144.
  • Martínez, M., Araya, P., & Berger, B. (2017). Descripción del cambio del profesor de matemática desde su propia perspectiva a partir de una experiencia en torno a resolución de problemas de final abierto. Bolema: Boletim de Educação Matemática, 31(59), 984-1004. https://doi.org/10.1590/1980-4415v31n59a07
  • Matas, A., & Quispe, W. (2014). Evaluación de las “competencias docentes” en maestros de matemáticas de Puno (Perú) Profesorado. Revista de Currículum y Formación de Profesorado, 18(1), 257-278.
  • Mendoza, D., & Flores, E. (2018). Relación entre el rendimiento académico de los estudiantes universitarios en el área de matemática y la praxis docente mediadora. INNOVA Research Journal, 3(6), 21-31.
  • Ministry of Education (2012). Ministerial agreement. Agreement Number 0357-12.
  • Mora, C. (2002). Estrategias para el Aprendizaje y la Enseñanza de la Matemática. (Doctoral dissertation). Universidad Central de Venezuela, Caracas.
  • Novelo, S., Herrera, S., Díaz, J., & Salinas, H. (2014). Fear of math: cause and effect. Revista Iberoamericana de Producción Académica y Gestión Educativa, 2, 1-15.
  • Organic Law of Intercultural Education. Ecuador, (2012).
  • Otzen, T., & Manterola, C. (2017). Sampling Techniques on a Population Study. International Journal Morphology, 35(1), 227-232.
  • Pons, W. (2009). La Tecnología Educativa. Argentina: Magisterio del Rio.
  • Prensky, M. (2010). Nativos e Inmigrantes Digitales. España: SEK.
  • Qi, Z. (2018). Personalized Distance Education System Based on Data Mining. International Journal of Emerging Technologies in Learning (IJET), 13(07), 4-16. https://doi.org/10.3991/ijet.v13i07.8810
  • Ríos, A., Londoño, F., & Yañez, J. (2016). ICT competency and its relationship with the skills for solving problems of mathematics. Edutec. Revista Electrónica de Tecnología Educativa, 57, 17-32. https://doi.org/10.21556/edutec.2016.57.760
  • Trejo, R. (2005). Diseño de Actividades Educativas Apoyadas en la Tecnología de la Informática. Madrid: Grado.
  • Vargas, A., & Villalobos, G. (2018). The use and impact of virtual platforms in the learning process: experience with students of criminology and police science at Universidad Estatal a Distancia Costa Rica. Educare Electronic Journal, 22(1), 1-20. https://doi.org/10.15359/ree.22-1.2
  • Vilches, A., & Gil, D. (2005). El trabajo cooperativo en el aula: una estrategia considerada imprescindible pero infrautilizada. Revista de la Universitat de València, 208, 41-46.
  • Yerizon, A., & Subhan, M. (2018). Mathematics Learning Instructional Development based on Discovery Learning for Students with Intrapersonal and Interpersonal Intelligence (Preliminary Research Stage). International Electronic Journal of Mathematics Education, 13(3), 97-101. https://doi.org/10.12973/iejme/2701
  • Zabalza. (2005). Investigación Cualitativa, Retos e Interrogantes. Madrid: La Muralla
  • Zengin, Y. (2017). The effects of GeoGebra software on pre-service mathematics teachers’ attitudes and views toward proof and proving. International Journal of Mathematical Education in Science and Technology, 48(7), 1002-1022. https://doi.org/10.1080/0020739X.2017.1298855

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
All Rights Reserved © 2006-2020