Pedagogical innovation in the teaching-learning process of mathematics for students of Basic General Education considering Information and Communication Technologies
Article Sidebar
Main Article Content
Abstract
Mathematics is considered an exact science in the competencies of the Basic General Education curriculum, especially when there are digital native students in the classroom. The application of information and communication technologies in the teaching-learning processes of mathematics requires a connection with experiential processes and educational innovations. The objective of this article was to implement the strategy of pedagogical innovation in ICT-based teaching-learning in the field of higher education mathematics and to evaluate its effects. A mixed cross-sectional approach was used, a systematic analysis of the correlated literature from the Scopus database and bibliometric analysis of the literature using keyword exclusion criteria in the VOSviewer tool. The main pedagogical strategies of existing educational innovations that apply ICT specific to mathematics were identified. Then, in the development of a lesson plan in a 10th grade course for Basic General Mathematics Education of an educational institution, the educational innovation strategy was implemented with a sample of 22 students, among which the students recognized and applied a perception index of 95.45% in learning and qualified the ICT tools applied with 100% usability, utility and applicability, and a learning satisfaction rate of 100% was also demonstrated. At the end of the evaluation process, it was possible for 95.46% of students to improve performance and performance, reaching the academic objectives supported by the integration of models and strategies of active learning.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
COPYRIGHT NOTICE
Authors who publish in the INNOVA Research Journal keeps copyright and guarantee the journal the right to be the first publication of the work under the Creative Commons License, Attribution-Non-Commercial 4.0 International (CC BY-NC 4.0). They can be copied, used, disseminated, transmitted and publicly exhibited, provided that: a) the authorship and original source of their publication (magazine, publisher, URL and DOI of the work) is cited; b) are not used for commercial purposes; c) the existence and specifications of this license of use are mentioned.
References
Açıkgül, K. y Şad, SN (2020). Escala de aceptación de tecnología móvil para el aprendizaje de matemáticas: estudios de desarrollo, validez y confiabilidad. La Revista Internacional de Investigación en Aprendizaje Abierto y Distribuido, 21(4), 161–180. https://doi.org/10.19173/irrodl.v21i4.4834
Álvarez-rodríguez, M. D. (2019). Enseñanza artística mediante TIC en la Educación Secundaria Obligatoria. Análisis de herramientas docentes en línea. Revista de Educación a Distancia, 19(59). http://dx.doi.org/10.6018/red/59/05
Area, M., y Adell, J. (2021). Tecnologías digitales y cambio educativo. Una aproximación crítica. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio En Educacion, 19(4), 83–96. https://doi.org/10.15366/REICE2021.19.4.005
Campos Retana, R. A. (2021). Modelos de integración de la tecnología en la educación de personas que desempeñan funciones ejecutivas y de dirección: el TPACK y el SAMR. Actualidades Investigativas En Educación, 21(1), 1–27. https://doi.org/10.15517/aie.v21i1.42411
Cejas Martínez, M. F., Lozada Arias, B. N., Urrego, A. J., Mendoza Velazco, D. J., y Rivas Urrego, G. (2020). La irrupción de las tecnologías de la información y la comunicación (TIC), un reto en la gestión de las competencias digitales de los profesores universitarios en el Ecuador. RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao, (37), 132–148.
Das, K. (2019). Papel de las TIC para una mejor enseñanza de las matemáticas. Shanlax International Journal of Education, 7(4), 19–28. https://doi.org/10.34293/education.v7i4.641
del Valle-Ramón, D., Muñoz-Repiso, A. G. V., & Gómez-Pablos, V. B. (2020). Project-based learning through the youtube platform for teaching mathematics in primary education. Education in the Knowledge Society, 21, 1–9. https://doi.org/10.14201/eks.20272
Gillet, D., Tijani, C., Beheton, S., Farah, J. C., Dikke, D., Noutahi, A., Doran, R., Gomes, N. R. C., Rich, S., De Jong, T., & Gavaud, C. (2019). Promoting and implementing digital STEM education at secondary schools in Africa. IEEE Global Engineering Education Conference, EDUCON, 698–705. https://doi.org/10.1109/EDUCON.2019.8725130
Gómez-Carrasco, C. J., Miralles-Martínez, P., Fontal, O., e Ibañez-Etxeberria, A. (2020). Patrimonio cultural y enfoques metodológicos: un análisis a través de la formación inicial de profesores de historia (España-Inglaterra). Sustainability (Switzerland), 12(3), 1–21. https://doi.org/10.3390/su12030933
Guevara Alban, G. P., Verdesoto Arguello, A. E., y Castro Molina, N. E. (2020). Metodologías de investigación educativa (descriptivas, experimentales, participativas, y de investigación-acción). RECIMUNDO, 4(3), 163-173.
Hernandez-de-Menendez, M., & Morales-Menendez, R. (2019). Technological innovations and practices in engineering education: a review. International Journal on Interactive Design and Manufacturing (IJIDeM), 13(2), 713–728. https://doi.org/10.1007/s12008-019-00550-1
Hinojo Lucena, F. J., López Belmonte, J., Fuentes Cabrera, A., Trujillo Torres, J. M., & Pozo Sánchez, S. (2019). Academic Effects of the Use of Flipped Learning in Physical Education. International Journal of Environmental Research and Public Health, 17(1). https://doi.org/10.3390/ijerph17010276
Jegadeeswari, S., Velmurugan, R., & Sudarvel, J. (2021). A Study on Intelligent Perceptions in ICT Service Quality Dimensions. 2021 7th International Conference on Advanced Computing and Communication Systems, ICACCS 2021, 1738–1740. https://doi.org/10.1109/ICACCS51430.2021.9441875
Jeong, J. S., & González-Gómez, D. (2020). Adapting to PSTs’ pedagogical changes in sustainable mathematics education through flipped E-Learning: Ranking its criteria with MCDA/F-DEMATEL. Mathematics, 8(5). https://doi.org/10.3390/MATH8050858
Juan, C. M. (2019). Resistances to use digital technologies in University teachers. Aula Abierta, 48(2), 167–174. https://doi.org/10.17811/rifie.48.2.2019.167-174
Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6
Lecaros Palma, O. (2021). Aproximación a las pedagogías emergentes en ambientes virtuales de aprendizaje. Revista Internacional de Pedagogía e Innovación Educativa, 1(2), 181–190. https://doi.org/10.51660/ripie.v1i2.50
Lopez-Caudana, E., Ramirez-Montoya, M. S., Martínez-Pérez, S., & Rodríguez-Abitia, G. (2020). Using robotics to enhance active learning in mathematics: A multi-scenario study. Mathematics, 8(12), 1–21. https://doi.org/10.3390/math8122163
Lozano García, S. Y. (2021). TIC y el aprendizaje de matemáticas: caso en educación media. EDUTECH REVIEW. Revista Internacional de Tecnologías Educativas, 8(1), 49–63. https://doi.org/10.37467/gka-revedutech.v8.2939
Molnár, G. (2021). Methodological and curriculum development-related innovation options and challenges in education in the aftermath of the pandemic. Opus et Educatio, 8(3), 286–296. https://doi.org/10.3311/ope.469
Montenegro, S., Raya, E., y Navaridas, F. (2020). Percepciones Docentes sobre los Efectos de la Brecha Digital en la Educación Básica durante el Covid-19. Revista Internacional de Educación Para La Justicia Social, 9(3), 317–333. https://doi.org/10.15366/riejs2020.9.3.017
Moreno-Guerrero, A. J., Soler-Costa, R., Marín-Marín, J. A., y López-Belmonte, J. (2021). Flipped learning y buenas prácticas docentes en educación secundaria. Comunicar, 29(68), 1–11. https://doi.org/10.3916/C68-2021-09
Ndlovu, M., Ramdhany, V., Spangenberg, E. D., & Govender, R. (2020). Preservice teachers’ beliefs and intentions about integrating mathematics teaching and learning ICTs in their classrooms. ZDM - Mathematics Education, 52(7), 1365–1380. https://doi.org/10.1007/s11858-020-01186-2
Palomares-Ruiz, A., Cebrián, A., López-Parra, E., & García-Toledano, E. (2020). ICT integration into science education and its relationship to the digital gender gap. Sustainability (Switzerland), 12(13). https://doi.org/10.3390/su12135286
Paunova-Hubenova, E., Terzieva, V., & Todorova, K. (2019). The role of ICT in teaching processes in Bulgarian schools. 29th Annual Conference of the European Association for Education in Electrical and Information Engineering, EAEEIE 2019 - Proceedings, 1–6. https://doi.org/10.1109/EAEEIE46886.2019.9000463
Pepin, B., Biehler, R., & Gueudet, G. (2021). Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices. International Journal of Research in Undergraduate Mathematics Education, 7(2), 163–188. https://doi.org/10.1007/s40753-021-00139-8
Pozo-Sánchez, S., López-Belmonte, J., Fuentes-Cabrera, A., & López-Núñez, J. A. (2021). Twitch as a techno-pedagogical resource to complement the flipped learning methodology in a time of academic uncertainty. Sustainability (Switzerland), 13(9). https://doi.org/10.3390/su13094901
Reyes, C. E. G. (2021). Píxel-Bit. Revista de Medios y Educación PIXEL-BIT. Pixel Bit, 58, 143–159. https://doi.org/10.12795/pixelbit.74367
Román García, M. del M., y Prendes Espinosa, M. P. (2020). Entornos Personales de Aprendizaje: instrumento cuantitativo para estudiantes universitarios (CAPPLE-2). Edutec. Revista Electrónica de Tecnología Educativa, 73, 82–104.
Salido López, P. V. (2020). Active methodologies in initial teachers’ training: Project-Based Learning (PBL) and arts education. Profesorado, 24(2), 120–143. https://doi.org/10.30827/PROFESORADO.V24I2.13656
Shouman, D., Momdjian, I. (2019). Deeper Learning Versus Surface Learning: The SAMR Model to Assess E-Learning Pedagogy. Digital Economy. Emerging Technologies and Business Innovation. ICDEc 2019. Lecture Notes in Business Information Processing, 358. Springer, Cham, 1–18. https://doi.org/10.1007/978-3-030-30874-2_18
Tena, M. J. F., del Carmen Ortega Navas, M., & Fuster, M. C. S. (2021). New technologies as innovative teaching-learning strategies in the Digital Era. Revista Electronica Interuniversitaria de Formacion Del Profesorado, 24(1), 29–42. https://doi.org/10.6018/REIFOP.406051
Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Nicole Arroyo, E., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., Grummer, J. A., Hennessey, K., Hsiao, J., Iranon, N., Jones, L., Jordt, H., Keller, M., Lacey, M. E., Littlefield, C. E., …
Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences of the United States of America, 117(12), 6476–6483. https://doi.org/10.1073/pnas.1916903117
Vargas Vargas, N. A., Niño Vega, J. A., y Fernández Morales, F. H. (2020). Aprendizaje basado en proyectos mediados por tic para superar dificultades en el aprendizaje de operaciones básicas matemáticas. Revista Boletín Redipe, 9(3), 167–180. https://doi.org/10.36260/rbr.v9i3.943
Veiga, F. J. M., & de Andrade, A. M. V. (2021). Critical Success Factors in Accepting Technology in the Classroom. International Journal of Emerging Technologies in Learning, 16(18), 4–22. https://doi.org/10.3991/ijet.v16i18.23159