Browsing by Author "Larriva Marín, Diego Estuardo"

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Propuesta de enseñanza-aprendizaje de funciones trigonométricas y triángulos rectángulos mediante Aprendizaje Basado en Proyectos
(Universidad de Cuenca, 2024-01-11) Larriva Marín, Diego Estuardo; Quezada Matute, Tatiana Gabriela
Mathematics teaching faces various challenges. Among them, the communication of mathematical concepts stands out, which negatively impacts performance, especially if interest or motivation is lacking. In many cases, they choose to memorize content or use techniques that do not promote meaningful learning. To address this problem, this research proposes a strategy based on constru tivism, oriented towards methods that promote dynamic, creative and interesting environments, facilitating the transition from theory to practical application. In this sense, the Project Based Learning (PBL) approach is adopted. This proposal follows the principles of the Teaching Framework for Understanding. The proposal was carried out with tenth year students of Basic General Education at the Private Educational Unit of Cuenca, Ecuador, addressing topics of elementary trigonometry. The methodology used was action research, with a period of 8 weeks. Observation logs, rubrics, and focus groups were used to evaluate its effectiveness. The results reveal that 94.78% of the students achieved mastery of learning, in accordance with the standards of the Ministry of Education of Ecuador. Finally, and based on the experience and suggestions of managers, students and teachers, this process culminates in the formulation of a new improved methodology. In summary, it is observed that PBL presents a significant improvement in generating interest. This innovative, dynamic and creative approach stimulates reflection, challenging the traditional paradigm and promoting a cooperative and active dynamic in the educational process.
Propuesta didáctica para la enseñanza de Cinemática con el uso del software libre Tracker
(2019-05-17) Larriva Marín, Diego Estuardo; Torres Duran, Raúl Gabriel; Gonzáles Prado, Neli Norma
The teaching-learning of Physics must start from the student's own knowledge, as well as from the analysis of real physical phenomena, so that they could build their own knowledge and relate reality to scientific content. The theory of didactic situations allows to develop this form of teaching when posing sequences, where students face individually and in groups to different activities. For this reason, this teaching work proposes didactic situations for the teaching-learning of linear kinematics, applying the “Tracker” software with the aim of supporting and improving the study and analysis of kinematic concepts and graphics. Allowing the students to be related to real events in order to solve the difficulties that they present in their interpretation. It was a problem which was evidenced in the Mathematics and Physics Career of the University of Cuenca while obtaining the results of the application of the TUG-K test. In addition, as a complement, a bibliographical study was made about the problem, the theory of didactic situations, Vygotsky's constructivism and the importance of the implementation of ICT, specifically the Free Tracker software in the teaching-learning of Physics.