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    Impact of Machine Learning on the Development of Mathematical Operations Using Scratch
    (2025)
    Cabrera López, Julio Rafael  
    ;
    Castillo Salazar, David Ricardo  
    ;
    Diana, Peñuela  
    ;
    Darío Castillo Salazar
    This research focused on analyzing the impact of Machine Learning (ML) applied through the Scratch platform on the development of mathematical operations in secondary school students. The quantitative, descriptive, and field-based study was conducted with a sample of 30 students from public schools in educational zone three. A survey technique was used with a questionnaire validated by education experts, and the instrument’s reliability was measured with a Cronbach’s Alpha of 0.89. The results obtained from pretest and posttest, as well as the application of the t-student test and ANOVA analysis, demonstrated that the experimental group, which used Scratch with ML, showed significant improvements in their mathematical performance compared to the control group. Additionally, the impact analysis based on Cohen’s D revealed a considerable effect on academic performance, reinforcing the effectiveness of the proposal. These findings not only highlight the importance of incorporating emerging technologies in education but also suggest that the use of interactive and adaptive approaches can optimize the learning of mathematics. The research concludes that integrating ML and Scratch in mathematics education is an effective tool for enhancing students’ understanding and developing critical skills
      11
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    Application of Machine Learning for the Development of Logical-Mathematical Thinking in Basic Education Students
    (2025)
    Diana, Peñuela  
    ;
    Castillo Salazar, David Ricardo  
    ;
    Cabrera López, Julio Rafael  
    ;
    Dario Castillo Salazar
    The research involves upper basic education students in arguments related to Scratch software, focusing on teaching mathematics from the perspective of the theory that suggests learners construct their own knowledge through experience and reflection. Using Scratch and artificial intelligence processes to generate projects promotes active and meaningful learning. From this perspective, the goal is for students to develop logical-mathematical thinking, which is essential for analyzing, evaluating, and effectively applying information, thereby strengthening creativity and problem-solving skills centered on knowledge assessment. This approach allows for the application of theoretical and practical AI in educational software applications. The results indicate that mathematical competencies improve with the use of Scratch software. Additionally, the research identifies students’ skills and interest in the potential of AI technologies to enhance the understanding of computational mathematical concepts. The research concludes that the integration of the AI module in Scratch strengthens mathematical competencies in the field of education
      26
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    The Use of Gamification in Mathematics Education: Enhancing Geometry Comprehension with High School Students
    (2024)
    Espinosa Pinos, Carlos Alberto  
    ;
    Alex Mauricio Mazaquiza-Paucar
    ;
    Clara Augusta Sánchez Benítez
    The non-existence or non-application of strategies, methodologies, innovative techniques such as gamification, which offers a more attractive and dynamic way of approaching the mathematical topic about the equation of the line, a concept that is often abstract and difficult to understand for many students. The present study aims to analyze the effectiveness of gamification in the pedagogical process between educators and learners in relation to the understanding of the equation of the line in students of the tenth year of higher EGB. This analysis was carried out through a quantitative approach that included the administration of a knowledge test before and after applying gamification to 92 GBS tenth grade students. These students were divided into two groups of 46 students each, one experimental group (EG) worked on gamification activities and the other control group (CG) employed traditional techniques. The purpose of this division was to determine if there were significant differences in performance means between the two groups. The gamified proposal incorporates elements of games, challenges, rewards and competitions, taking into account the learners in a dynamic way, providing them with a sense of purpose and achievement. After the T-Student application, it was concluded that the proposal not only significantly increases the academic performance of the students, but also develops logical thinking and reasoning, and favors autonomous and collaborative work.
      17
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    Classdojo as an Educational Technology to Enhance the Learning of Logical Mathematical Notions
    (2024)
    Núñez-Naranjo, Aracelly Fernanda  
    ;
    Susana Roman-Tirira
    ;
    Ocaña-Chiluisa, José  
    The purpose of the research was to design strategies that allow the development of critical thinking for the learning of mathematics in upper elementary school students. The same is of a quasi-experimental type that contemplates a methodology based on a quantitative approach, which allowed after the application of the proposal for four weeks, to analyze and explain the phenomenon under study through the application of objective tests of 10 items in a pretest and a posttest, applied to 156 tenth grade students of an educational unit in Ecuador, for the experiment were divided into two groups: 78 students in the control group and 78 students in the experimental group, which was subjected to an innovative proposal and traditional education. The post evaluation results of the scores obtained from the control group showed an overall average of 4.65 showing the lack of skills and cognitive tools to develop critical thinking. While, the experimental group reached an average of 7.63 after the implementation of the proposal, observing a significant improvement in their skills and qualities in the development of critical thinking, evolving positively with the criteria applied within the didactic guide. Finally, to test the hypothesis, the Anova statistical test was used, which concluded a direct relationship between the development of critical thinking and the learning of mathematics.
      61
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    TIC for Fostering Critical Thinking and Learning Mathematics
    (2024)
    Núñez-Naranjo, Aracelly Fernanda  
    ;
    Laura Concha-Hidalgo
    ;
    Ocaña-Chiluisa, José  
    The purpose of the research was to design strategies that allow the development of critical thinking for the learning of mathematics in upper elementary school students. The same is of a quasi-experimental type that contemplates a methodology based on a quantitative approach, which allowed after the application of the proposal for four weeks, to analyze and explain the phenomenon under study through the application of objective tests of 10 items in a pretest and a posttest, applied to 156 tenth grade students of an educational unit in Ecuador, for the experiment were divided into two groups: 78 students in the control group and 78 students in the experimental group, which was subjected to an innovative proposal and traditional education. The post evaluation results of the scores obtained from the control group showed an overall average of 4.65 showing the lack of skills and cognitive tools to develop critical thinking. While, the experimental group reached an average of 7.63 after the implementation of the proposal, observing a significant improvement in their skills and qualities in the development of critical thinking, evolving positively with the criteria applied within the didactic guide. Finally, to test the hypothesis, the Anova statistical test was used, which concluded a direct relationship between the development of critical thinking and the learning of mathematics.
      46
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    Strengthening the Didactic Cycle of Mathematics Through Google Classroom
    (2025)
    Núñez-Naranjo, Aracelly Fernanda  
    ;
    Rocío Aimacaña-Aimacaña
    ;
    Lourdes Navas-Franco
    ;
    Juan Reyes
    ;
    Diego Escobar-Bermúdes
    This study aimed to enhance the teaching and learning process of mathematics among a group of 30 students, aged between 18 and 63 years, who have returned to their studies after periods of up to 40 years. This population belongs to the Extraordinary Educational Services of the evening section of Higher Basic Education at Vicente León Educational Unit, located in Latacunga canton, Ecuador. Adopting a post-positivist paradigm, a mixed methods approach was employed, combining qualitative and quantitative techniques. The results revealed that factors impacting the teaching and learning process of mathematics include the lack of teacher training in active methodologies, participative activities, and didactic material design. There is a recognized need for a dynamic and flexible approach in the didactic cycle of mathematics, promoting continuous research and comprehensive student development to enhance their academic performance.
      38