Núñez Torres, María Giovanna
Preferred name
Núñez Torres, María Giovanna
Main Affiliation
Ambato
Email
giovannanunez@uti.edu.ec
ORCID
0000-0002-2453-5486
Scopus Author ID
58558506800
8 results
Now showing 1 - 8 of 8
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Item type:Publication, The illusion of flexibility and the limits of teacher autonomy in the Ecuadorian curriculumIntroduction Curriculum reforms in Latin America emphasize flexibility, contextualization, and teacher autonomy. In Ecuador, the 2016 curriculum operationalizes these through Skills with Performance Criteria (PC). Methods An analytical–interpretive approach was applied, examining the national curriculum alongside literature on educational governance and critical pedagogy. Results The PC-based structure, with its criteria and indicators, organizes planning, evaluation, and documentation around predefined outcomes. While this promotes coherence, it fragments practice into discrete units. Contextualization occurs in teaching, but validation relies on standardized references, creating tension between adaptation and assessment. Teacher work is structured by planning and verification processes. Discussion Interpreted as controlled freedom, autonomy is recognized but bounded, and flexibility emerges as a practice shaped by technical constraints. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Augmented Reality as a Promoter of Visualization for the Learning of Mathematics in Ninth-Year of Basic Education(2023); ; Quinatoa-Casicana J.This research focused on developing a mobile application in Meta-verse augmented reality to improve the learning of notable products, factoring, and linear equations in ninth-grade students of the intercultural bilingual educational unit of the millennium “Pueblo Kisapincha” based on the notional method. The methodology applied was quasi-experimental and longitudinal, where related samples were compared using a diagnostic test versus a subsequent evaluation of knowledge. The sampling technique was by non-probabilistic convenience comprising 25 students and 15 teachers to whom a structured questionnaire was applied to determine the predisposition to work in the classroom with augmented reality, which was validated with Cronbach's alpha statistic (α = 0.844). The students’ scores improved significantly after participating in both evaluations, with the post-evaluation being the one that showed the highest score according to the Bayesian T-test applied to related samples. A proposal of activities was designed to motivate the study of algebraic expressions; this product was implemented considering the ADDIE instructional model, guiding each movement with its respective resolution process as a form of feedback. The proposal was evaluated by two experts in technology and two experts in education with more than ten years of experience. In conclusion, developing an augmented reality mobile application in Metaverse to improve the learning of introductory algebra proved to be a valuable and effective tool to contribute to student learning. The mobile application provided an interactive and engaging learning experience, so it is recommended to incorporate this mobile application in the curriculum of the Kisapincha educational unit and its possible implementation in other similar educational institutions. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.43 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, From Physical to Digital Storytelling. A Comparative Case in School EducationThe advantages of narratives and stories in school teaching are known, however, nowadays the use of information and communication technologies are consolidated with common practices, opening the way to the use of strategies such as storytelling. The research was carried out at the Indoamerica Educational Unit in the 2022–2023 academic period in Ambato-Ecuador. Its main objective was to analyse the practice of reading comprehension based on storytelling in physical and digital format as a strategy in the teaching process in the subject Language and Communication. The study collects information from two groups of 6-year-old students with the same level of schooling (second year of primary school), group one with 60 students and group two with 61 students. The teacher of group 1 used illustrated pictures based on infographics to tell the stories (physical format). The teacher of group 2, on the other hand, used Tiktok as a digital narrative resource (digital for-mato). The central theme of the stories is respect and protection of animals. On the other hand, and beforehand, the teachers have completed some training stages on both physical and digital storytelling techniques. A mixed quantitative-qualitative methodology and a reading comprehension test were used, in addition to assessing the most striking graphic resources in both formats. The results show that students who have used digital storytelling as a learning tool have shown better reading comprehension and in less time, which is due to the use of movement, sound and light in the digital format. The teacher of group 1, on the other hand, finds that the use of storytelling in digital format captures the children's attention and facilitates concentration. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.41 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, ICT-Based Game: An Alternative to Promote Healthy Eating in Ecuadorian Children Using User-Centred DesignInadequate nutrition in Ecuadorian children leads to various physical, cognitive, and biological issues. However, the use of information and communication technologies (ICT) has become established in raising awareness and promoting beneficial eating behaviours. This research, conducted at the Indo-America Educational Unit during the 2022-2023 academic year in Ambato, Ecuador, aimed to compare the effectiveness of a guide text versus a didactic game in enhancing knowledge about healthy eating among fifth-grade students in Natural Sciences. The study involved 87 fifth-grade students, divided into two groups: Group 1, consisting of 42 students, and Group 2, consisting of 45 students. The teacher of Group 1 used traditional methods (reading and writing from the text), while the teacher of Group 2 employed a game called Flavour Puzzle. Statistical analysis revealed significant improvements in knowledge and motivation for students using the game-based method. Specifically, students in Group 2 showed a 26% greater improvement in knowledge levels compared to those in Group 1, and their motivation levels were nearly three times higher (89% vs. 30%). The results indicate that the game-based method has a clear comparative advantage over traditional text-based instruction, as it not only facilitated teaching but also enhanced socialization and engagement among students. Technological resources like Flavour Puzzle are more engaging for students and should be utilized as both recreational and educational tools in teaching Natural Sciences at the school level.25 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Development and Evaluation of a Computerized Didactic Guide with Mathematical Foundations for the Teaching-Learning of Physics(2023)28 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Data-Driven Profiling of Reading Processes in Secondary Students: Learning Analytics Insights From PROLEC AssessmentThe integration of Learning Analytics (LA) into traditional psychometric assessments offers a transformative path for personalizing secondary education. This study proposes a “psychometric-first” analytical pipeline that converts item-level responses from the PROLEC-SE-R battery into actionable learner models for Interactive Learning Ecosystems (ILE). Using data from 256 Ecuadorian secondary students, we applied Categorical Principal Component Analysis (CATPCA) to address the ordinal nature of the psychometric data, identifying four latent dimensions of reading: lexical, syntactic, semantic, and integration processes. Subsequently, a k-means clustering algorithm identified three distinct cognitive profiles: At-Risk (12.0%), Average (56.8%), and High-Performance (31.2%). The internal validity of these clusters was confirmed through a Davies-Bouldin index of 1.206 and stability analysis via Jaccard bootstrapping. To bridge the gap between psychometric profiling and Human-Computer Interaction (HCI), we developed a rule-based mapping for UI/UX adaptations, where profiles trigger differentiated scaffolding—such as intensive audio-support for at-risk students and complex inferential challenges for high-performers. Results demonstrate that this scalable approach provides a theoretically grounded alternative to hardware-dependent analytics (e.g., eye-tracking) in low-resource contexts. This study contributes to the field of educational data mining by operationalizing latent cognitive features into dynamic instructional interventions, fostering more inclusive and adaptive digital learning environments. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Active Learning Strategies in Geometry: Effectiveness of a Gamified Digital Application at the Upper Basic LevelThis research addresses the low effectiveness of traditional methodologies in teaching geometry to students of higher basic education, which has contributed to the low performance in mathematical competencies. In view of this situation, the implementation of a gamified digital application is proposed to promote a more participatory and meaningful learning. The type of sampling is non-probabilistic by convenience, so 99 students were considered. The research technique used is the survey addressed to students. The instruments used were: a questionnaire to determine the methodological strategies currently used by teachers; and a written test to measure the level of geometric reasoning according to Van Hiele. Both instruments were validated in content and construct by means of the expert judgment technique. The results obtained show that the use of traditional strategies predominates in the process of learning geometry in the classroom, and that 92% of the students, regarding their level of geometric reasoning, are at level 2 (low) out of 6 (complete); This can be corroborated by the significant differences between the pre-test and post-test after the application of the gamified tool; therefore, it is concluded that this proposal is valid to be implemented in traditional educational scenarios and thus ensure meaningful learning of geometry at the upper elementary level.24 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The educational mismatch between the 1998 and 2008 constitutions and the curricular reform in EcuadorIntroduction The constitutional reforms adopted in Ecuador between 1998 and 2008 transformed the legal status of education, redefining it as a fundamental human right and strengthening the role of the State in educational governance. In this context, education acquired a central role within national development strategies. Methods This study employed a qualitative design based on documentary analysis of constitutional texts, educational laws, curricular reforms, and policy documents. The analysis focused on the right to education, educational governance, and the relationship between curricular reform and national development. Results The findings show that the 2008 constitutional reform expanded the scope of the right to education and reinforced the role of the State in regulating the system. At the curricular level, the Unified General Baccalaureate introduced a common curriculum aimed at strengthening competencies and system coherence. However, tensions are identified between the inclusive and intercultural constitutional approach and policy instruments that prioritize standardization, performance assessment, and alignment with the labor market. Discussion The study identifies an educational mismatch between constitutional principles, curricular organization, and implementation conditions. This mismatch reflects the coexistence of a humanistic, rights-based approach with governance mechanisms oriented toward measurable outcomes, which limits articulation between educational levels and attention to territorial diversity. The findings highlight the need for greater systemic coherence and provide an analytical framework to examine similar tensions in Latin America.