Objetos virtuales de aprendizaje y su aporte al desarrollo de competencias matemáticas en la asignatura de cálculo diferencial de la Facultad de Ingeniería CUC
Montero Muñoz, Martha Cecilia
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Citar con el siguiente link: http://hdl.handle.net/11323/413
AbstractTechnologies of Information and Communication (ICT) in education produce changes in the teaching-learning process, especially the virtual learning objects, (OVA, for its acronym in Spanish). OVA are the digital educational resources that enhance the development of skills of the students, because they capture their attention and interest during their formation process through educational materials in different formats: visual, audio, interactive multimedia animations, etc. In this respect and wanting to strengthen learning differential calculus at Corporación Universitaria de la Costa (CUC), the research proposed in this paper is relevant. It seeks to answer the question “What is the contribution of virtual learning objects to the development of mathematical skills of students in the course of differential calculus at Corporación Universitaria de la Costa (CUC)? For this purpose, the contribution of the OVA in the development of mathematical skills of students was examined, identifying the technical and functional features of OVA, and determining the specific skills defined in the course of Differential Calculus that students have to develop. In this research was used the emerging paradigm which arises from the combination of two qualitative and quantitative approaches, combining and mixing them throughout the process of problematization, collection and analysis of data. Therefore, in this research, the predominance of qualitative approach was sought, since despite the quantitative data required for the analysis, the basis of the inquiry lies in the exploration and understanding of the phenomenon studied for its interpretation. This research project seeks to identify the technical and functional learning objects features, as well as determining the specific competences defined in the course of Differential Calculus to be developed by students through the document review and participant observation to discover, interpret and conclude on the contribution that the OVA do to the development of the mathematical skills of students in the mentioned course. In addition to the foregoing, interesting results were thrown. Those results were evidenced by measuring instruments such as observation sheet, institutional rubric, diagnostic test and final test, analysis of the positive and motivating reaction showed by students while using the OVA, where traditionally they had difficulties in modelling and understanding of concepts, problem solving and graphics. This proves the incidence existing between the learning process and the using of OVA, which ensures an improvement in academic performance and mathematical skills development, without discrediting the importance of teacher’s mediation as a guiding element.