Browsing by Author "Mora Naranjo, Blanca Maribel"

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El impacto de las habilidades tecnológicas en el ejercicio docente al inicio de la pandemia en la Unidad Educativa Guillermo Mensi
(Universidad de Cuenca, 2022-05-20) Lema Londo, Zoila Amada; Mora Naranjo, Blanca Maribel
The covid-19 pandemic has brought about a series of crises, particularly in Education, where teachers, students, and parents have to face some changes abruptly due to the transition between presence education and online classes. This investigation work is about the impact that technological skills caused on the teaching process at the beginning of the pandemic in the Guillermo Mensi School. In fact, it let to analyze the proposed objectives such as: 1) Identifying the methodological strategies that teachers implemented to teach in the virtual classes, and the usage of their technological skills that highlight the main potentialities in the institution and 2) Quantifying the main technological tools used by teachers during their virtual classes. The methodology used was through a quantitative description with an exploratory-descriptive probabilistic approach on technological skills, and methodological strategies that allow to know the real situation in the institution. In order to develop this research, the considered sample was of 63 teachers from Guillermo Mensi School, and a survey was also applied using the Likert instrument. Moreover, four dimensions were established in this work: Strategies, Skills, Tools and Alternatives, each one with their respective questions. It is expected that the obtained results can show if the hypothesis established a direct correlation between the technological skills and the quality of the virtual teaching practice because it was found there is a significant average correlation between skills and strategies (Spearman's Rho = 0.509; p = 0.000)
El software GeoGebra como resurso para la enseñanza de la función lineal: una propuesta didáctica
(2019) Guachún Lucero, Freddy Patricio; Mora Naranjo, Blanca Maribel
This work is a didactic approach that aims at supporting the teaching and learning of the linear function. It focuses on a constructivist model that empowers students to develop and build on their own knowledge, through the use of GeoGebra software, applied to four chronological sessions: Definition of the linear function and its characteristics; parameters of the linear function; slope or gradient of a straight line; and parallel and perpendicular lines. These sessions include activities to enhance students’ understanding and cognitive development through practice. The learning sessions are structured with; construction activities that allow students to assimilate new knowledge; and consolidation activities that constitute a sound foundation for significant learning. The use of GeoGebra Software will allow the understanding of concepts while enhancing collaborative learning and interaction between students and teachers.
Investigación en educación matemática, en Ecuador y la región: caso Universidad de Cuenca
(Ediciones Tocororo, 2019) Bernal Reino, Juan Carlos; Calle Palomeque, Carmen Eulalia; Guachún Lucero, Freddy Patricio; Mora Naranjo, Blanca Maribel
En este artículo se pone de manifiesto la importancia de la investigación en educación matemática en la región y las posibles tendencias que ésta tiene para la práctica y el ejercicio docente de las ciencias experimentales; se aborda desde diferentes perspectivas teóricas y haciendo un breve estado del arte sobre los principales aportes de la investigación en educación matemática en la región, se destacan los principales eventos realizados entre ellos el IV COBISEMAT como un hito de presentación de resultados y propuestas. Se espera que las reflexiones del presente documento contribuyen a conformar un frente de innovación para la investigación en educación matemática y el mejoramiento continuo de la práctica docente así como también el surgimiento de nuevas fronteras para el desarrollo profesional continuo que es clave en la docencia en las Ciencias Experimentales. Se reflexiona sobre las competencias matemáticas alcanzadas por nuestros estudiantes tanto en Ecuador como en la región, lo cual ha convocado a varios eventos académicos de investigación en educación matemática, en los que se han abordan los principales problemas relacionados a esta temática, presentándose propuestas para superar dificultades y dando mayor importancia a la formación continua. Se mencionan a su vez, tres aspectos de las investigaciones, en la revisión bibliográfica: enfoques relacionados con el método que se aplicó para la enseñanza, desarrollo de material concreto y aplicaciones de software en enseñanza-aprendizaje de las Matemáticas. Cada uno de estos aspectos, ha ido ganando importancia desde la publicación de artículos, hasta de libros especializados y cursos de formación y desarrollo profesional para el profesorado en el área respectiva. En los diferentes gráficos presentados en los resultados obtenidos en la presente investigación, se puede observar la alta participación de instituciones tanto locales como internacionales, en donde se destaca el gran aporte de la Universidad Nacional de Educación y la Universidad de Cuenca, sin desconocer los trabajos investigativos de la Universidades extranjeras quienes dan aportes importantes en el proceso de enseñanza y aprendizaje en el área de las matemáticas. Por otro lado, se menciona la valiosa participación de docentes y estudiantes, en quienes se puede notar la preocupación por la mejora continua en el proceso de enseñanza de las matemáticas, en los niveles de Educación General Básica (EGB), Bachillerato y de Universidad en temas como: Álgebra, Cálculo, Geometría, entre otros, teniendo en cuenta las tendencias en investigación que fueron de material concreto y propuestas metodológicas.
La enseñanza de las matemáticas en un curso de formación en contexto de pandemia: la percepción de futuros profesores de matemáticas de Ecuador
(2021) Calle Palomeque, Carmen Eulalia; Mora Naranjo, Blanca Maribel; Jácome Guzmán, Marco Vinicio; Breda, Adriana
The World has gone through a forced transformation process brought about by the sanitary emergency that the Covid-19 pandemic caused. This situation trigged abrupt changes in all aspects of life, particularly, in education, where both teachers and students have not been equipped to face these conditions, as, suddenly, classrooms became improvised virtual learning environments. Under these circumstances, it has become significant to examine the perceptions that teacher-trainees at the Exact Sciences (Math and Physics) Pedagogy Major of Universidad de Cuenca have regarding the Math virtual classes that took place in their major during March and April, 2020. To attain this goal, a multiple-choice online questionnaire was administered. The findings suggest that, although the major’s instructors apply some of the modern Math teaching and learning tendencies, several of them simply develop their traditional classes though a computer screen, without a significant methodological or strategical shift; this situation reveals a lack of training regarding the instrumental use of technological tools that support this new learning modality. Moreover, one can conclude that these virtual practices ought to be improved by means of new methodologies that prompt greater interaction among teachers and students.
La gamificación en el proceso de enseñanza-aprendizaje en la matemática en educación básica
(Universidad de Cuenca, 2022-02-16) Chicaiza Yuqui, Karla Alexandra; Tigre Guncay, Mercy Johanna; Mora Naranjo, Blanca Maribel
The present monographic work is appropriate for the educational field in the area of mathematics, since it exposes in a theoretical way the contribution of gamification as a didactic strategy in the teaching-learning process of Math in Basic Education. In order to achieve the objective, set out in this research, a bibliographic consultation of various relevant documents was carried out. Once the bibliography has been reviewed and analyzed, it has been shown that gamification supports the teaching process - learning process of math. In this way, this document consists of three chapters, the characteristics of gamification, the didactics of mathematics, and finally, the relation between these two elements that includes the teaching- learning process of mathematics and the didactic strategy of gamification. To conclude, it was found that gamification favors the educational process of mathematics through class innovation, the use of rewards, cooperative work and the potentialization of reasoning skills, factors that generate a significant involvement of students towards the subject.
Percepciones de los aspirantes sobre el proceso de admisión a la universidad pública ecuatoriana
(2018) Delgado Granda, Ana Liliana; Santillán Iñiguez, Juan José; Japón Gualán, Ángel Rodrigo; Mora Naranjo, Blanca Maribel
Within the framework of the higher education admission policies implemented in Ecuador, a matter that has become a social issue is the approval of the Higher Education Admission Test (ENES) as the only criterion for admission into public universities. For this reason, the objective of this study was to learn about the perceptions of the applicants from a qualitative perspective. The study carried out two student focus group sessions: (1) High-school graduates admitted into the system’s leveling course, and (2) high-school graduates that, because of their grade, were not admitted into public higher education. The thematic data analysis allowed to learn that the participants agree with an admittance test for public higher education, university (institutional) control and management of the process, returning to the specialties system in secondary education, and the non-integral nature of the current admittance test, as it only assesses three types of reasoning – logical-mathematical, verbal, and abstract. The findings evince that this standardized test (device) contradicts constitutional principles of equality of opportunity and social justice and equity because admittance into public higher education and the career of preference is conditioned by the grade students obtain in the ENES test, without consideration of the country’s diversity.
Pobreza y exclusión en el ejercicio de la educación en el Ecuador, a inicios de la pandemia, una mirada desde el uso de las TIC
(Universidad de Cuenca, 2022-03-07) Chalán Lozano, Jefferson German; Yunga Lituma, Bryan Lenin; Mora Naranjo, Blanca Maribel
During the CoVid-19 pandemic, education in Ecuador has been significantly affected because of the economic situation of the country, as virtual education made inequality more latent. This report, therefore, aimed at carrying out a bibliographical research regarding the incidence that poetry and exclusion have had in Ecuadorian education at the beginnings of the pandemic. To achieve this objective, an exhaustive documental research was developed. The sources included books, journal articles, research reports, documents authored by national and international organization, among others. Subsequently, the compiled information was compared, contrasted, and analyzed, in order to write each chapter of this report. This process brought forth the realization that the policies that the Ecuadorian government and Ministry of Education enforced to favor the continuity of the education process have not had the same impact in the diverse areas of the country; specifically, rural and vulnerable areas have been negatively affected, as both teachers and students lack resources and knowledge related to the use of ICTs for education. This situation has caused several difficulties when carrying out the education practice, which has been marked by student desertion.
Una práctica de laboratorio de óptica mediante smartphones: una experiencia pedagógica en la Universidad de Cuenca
(2020) Mora Naranjo, Blanca Maribel; Guachún Lucero, Freddy Patricio; Guzñay Padilla, Sonia Janneth
This work describes a pedagogical experience of a new optical laboratory practice called Malus’s Law, developed with easily acquired materials and two smartphones. The design, assembly and development of the practice are detailed, in order to analyze the impact that it caused on the students of the seventh cycle of the Career of Mathematics and Physics at the University of Cuenca. An observation guide was used as an information collection instrument, which allowed us to conclude that doing a laboratory practice with Smartphones arouses the interest of students, eliminating the fear that they usually present when they use sophisticated experimental materials from a physics laboratory. Finally, it can be mentioned that the development of the experiment with smartphones induced the active participation of students, demonstrating the usefulness and need to include technology in learning processes.