Browsing by Author "Morocho Farez, Daysi Maritza"

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Guía didáctica para la enseñanza virtual del cálculo diferencial dirigida a los estudiantes de tercero de bachillerato.
(2024-09-23) Morocho Farez, Daysi Maritza; Trelles Zambrano, César Augusto
This project presents the design, implementation, and evaluation of a didactic resource aimed at enhancing the learning of differential calculus in third-year high school students at CEBCI Educational Unit through the implementation of a virtual classroom design. The proposal, grounded in the APOE theory, aims to develop and implement a teaching guide for virtual instruction in differential calculus, using digital tools such as GeoGebra. Academic performance is taken as the research variable, addressing specific learning difficulties through the appropriate selection of technological tools, the design of the teaching guide, and the evaluation of its effectiveness. A quantitative, descriptive methodology was employed with two working groups from different academic years. The interpretation of results relied on the final grades from both courses, utilizing statistical descriptors through the JAMOVI program. Findings indicate a positive impact of the digital activity implementation. The structure of the work comprises four chapters addressing theoretical aspects, methodology, proposal construction, and results analysis. The main objective of the research is to contribute to the continuous improvement of teaching differential calculus in the virtual environment.
Guía didáctica para prismas y pirámides rectos en geometría plana para la Carrera de Matemáticas y Física
(2017) Morocho Farez, Daysi Maritza; Mogrovejo Román, María Alexandra; Bravo Guerrero, Fabián Eugenio
This study was carried out at the Department of Mathematics and Physics of the School of Philosophy, University of Cuenca. This work is about the challenging understanding of the subject of prisms and straight pyramids in geometry. In order to conduct this study, several techniques like interviews, surveys, and document revision were taken into account. All of them were carefully applied to obtain accurate results. Those results indicate that 54.55% of the students feature low academic performance in in the subject previously mentioned because three-dimensional topics are considered in two dimensions. The objectives is to enhance the students’ understanding of prisms and pyramids by using a handbook for teachers as well as teaching materials with three-dimensional figures, so that the student can see, feel, and use them. Therefore, a teaching handbook was produced for teachers, which is designed with in eight classes in a systematic way.It is necessary the support of teaching materials, experimental practices and the use of technological resources. The teaching handbook is based on the constructivist and cognitivist theories of Bruner, who states that learning is more meaningful and useful when students learn through action; in this way, they can acquire new knowledge from previous learning. Through this approach, the purpose is to persuade the students to participate actively in the teaching-learning process. It is expected that the students can deduce by themselves concepts, procedures, and formulas by organizing them to include them into their cognitive systems with playful activities and problems related to real life.