Núñez-Naranjo, Aracelly Fernanda
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Preferred name
Núñez-Naranjo, Aracelly Fernanda
Main Affiliation
Ambato
Email
fernandanunez@uti.edu.ec
ORCID
Scopus Author ID
57918896500

Research Output
Now showing 1 - 3 of 3
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Publication

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.

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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.

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Publication

Teaching Tools Based on Artificial Intelligence to Strengthen English Language Skills

2024 , Núñez-Naranjo, Aracelly Fernanda , Elizabeth Morales-Urrutia , Ximena Tapia

The use of tools based on artificial intelligence is taking an important role every day in the teaching and learning processes, which is why this study promotes the use of a repository of tools based on artificial intelligence to strengthen language skills. English seeking to help students develop the four skills necessary for learning English (listening, speaking, writing and reading). For the investigative process, a mixed methodology was used, a pretest was applied, obtaining an average value of 6.3 and once the repository was used with practical activities supported by artificial intelligence tools, a post test was applied with an average rating of 9, demonstrating a very notable improvement which evidenced the improvement of language skills. It is concluded that the proposed activities based on artificial intelligence tools motivated and stimulated students, improving their academic performance in learning the English language.

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