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

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Publication

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 , Magdalena Moposita

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.

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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.

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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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