Browsing by Author "Quezada Matute, Tatiana Gabriela"

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Aprendiendo las ecuaciones de la recta en primero de bachillerato mediante una aplicación móvil
(Universidad de Cuenca, 2023-03-14) Castillo Berrezueta, Johnny Fernando; López Chacón, Juan Bryam; Quezada Matute, Tatiana Gabriela
In recent years there has been a radical influence of the TAC in education, for this reason this degree work explores the use of technology in the self-learning of first-year BGU students of the Ecuadorian educational system in the equations of the line. For this, a mobile application was created where the TAC is used and all the resources and didactic contributions that served as a contribution for the creation of the mobile application are systematized. Consequently, it was necessary to determine what are the main difficulties that the apprentice has when approaching this topic, as well as the resources or proposals that a mobile phoneassisted teaching should have. Interviews were conducted with 5 teachers in the area of mathematics where it was shown that the lack of prior knowledge and the null contextualization of exercises are the main shortcomings detected by the teachers. Also, the use of interactive material that invokes motivation towards the student, as well as the use of mathematical software such as GeoGebra, are the main proposals that mobile phone-assisted teaching should have. This mobile application, which was implemented using the MIT APP INVENTOR software, incorporates everything the student requires to build their learning and thus be able to contribute to their academic and social training
Aula virtual para el aprendizaje de poliedros regulares
(Universidad de Cuenca, 2022-04-21) Quito Chuquimarca, Mag Gyver; Quezada Matute, Tatiana Gabriela
The objective of this work is to create a virtual classroom with technological resources for the matter of plane geometry and space for students of the Pedagogy of Experimental Sciences career, to promote autonomous learning on the specific subject of regular polyhedra. Education, without a doubt, is a reflection of social reality, in many aspects; This means that educational processes must be focused on the situation and context of those involved in it. In this sense, the virtual classroom arises based on a context that, in a certain way, requires competences in relation to autonomous learning, especially for those students at the university level. Currently, education is in constant change, therefore, new technologies have become, not only alternatives for communication, recreation and others, but also useful tools, and in many cases, necessary to develop better. learning, since the information and resources that can be accessed are vast; However, the latter implies having criteria to discern and adapt the above to the learning needs. For this reason, the following proposal compiles information, tools, instruments and adequate technological resources to study each of the Regular Polyhedra, taking into account continuous self-evaluation as a fundamental piece. In addition, it is worth highlighting the involvement of Constructivism as the main engine for the development of the Classroom, likewise, the application of strategies and techniques that promote and drive autonomous learning. In this sense, the direct beneficiaries will be university students who need to reinforce or expand their learning in a responsible manner.
Compendio de recursos didácticos para el aprendizaje de la termodinámica dirigido a los estudiantes de BGU
(Universidad de Cuenca, 2022-03-11) Jadán Tacuri, Mercy Lizbeth; Guachichullca Deleg, Juan Carlos; Quezada Matute, Tatiana Gabriela
The ongoing education system change demands the application of new methods to learn. This being said, the following research paper displays the use of didactic tools so that students can learn Thermodynamics in BGU according to the Ecuadorian Curriculum based on constructivism and significant learning. It is worth mentioning that students must be active participants in their learning process, taking into account their previous knowledge and their logical and reflective thinking development. Through surveys applied to 3rd-semester students of the major Pedagogy of Experimental Science, it was shown little interaction in their learning process when they were in BGU due to insufficient experimentation and interaction with Physical Phenomena to study. Therefore, it was necessary to create a didactic BGU Thermodynamics guide for the student since the objective is to boost and motivate their autonomous active learning based on the performance criteria of skills regarding the subject. This guide helps the student with a variety of didactic tools that they can manipulate, observe, hear, analyze, and so on; in this way, building their own learning will be possible.
Educación virtual en la universidad en tiempos de Covid-19
(2021) Quezada Matute, Tatiana Gabriela; Bravo Guerrero, Fabián Eugenio
With the emergence of the Covid-19 pandemic, the world is going through sudden changes, the population had to isolate itself and education had to move from face-to- face to virtuality. This abrupt transition and the subsequent adaptation to the new system have brought many difficulties to the students, understanding this problem is the objective of this research, because this new information that is generated serves to improve the virtual teaching and learning processes. Research has a quantitative approach, the technique used was the survey and as an instrument a structured questionnaire applied to 176 university students from a teacher training career. It was found that students have difficulties with connectivity and are experiencing financial problems; for their studies, they attend an average of 11.6 hours of virtual classes a week and dedicate15.7 hours a week to developing their homework. They consider that virtual classes are not enough and should complement their studies with autonomous learning. Teachers and students are constantly improving their teaching and learning processes in the virtual mode, with this research we want to know how things happen in this atypical time of a pandemic
El Movimiento Rectilíneo Uniforme y su enseñanza: un estudio comparativo de la Inteligencia Artificial en la planificación curricular
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-31) Calva Narváez, Aylin Antonella; Loyola Delgado, José Antonio; Quezada Matute, Tatiana Gabriela
Lesson planning is an essential but demanding task in the teaching work, especially in topics such as the Uniform Rectilinear Movement (URM), which require pedagogical structure and conceptual clarity. This research analyzes the use of ChatGPT and Gemini artificial intelligence chatbots as support tools to develop micro-curricular lesson plans based on the URM, in order to evaluate their effectiveness, relevance, and applicability in the Ecuadorian educational context. The study was conducted in three stages: a systematic literature review (2020–2024) The research was developed in three stages: a systematic review of literature (2020-2024) under the PRISMA methodology; the elaboration of lesson plans through a prompt designed with the Iterative Methodology for the Generation of Didactic Prompts (IMGDPro), using criteria from the Ministry of Education; and expert validation of an instrument using Aiken’s V coefficient, which was later applied to secondary and higher education teachers with experience in physics. The results shows that both chatbots should generate valid lesson plans, with a clear structure and activities aligned with the curriculum. ChatGPT shows greater consistency in evaluation criteria and didactic clarity, while Gemini highlighted for it´s sequencing. Teacher’s perceptions were positives, recognizing the potential of it tools as complementary resources, although they underlined the importance of human pedagogic criteria for its proper use. It is concluded that AI chatbots should be valuable allies in educational lesson planning, provided that they are used as a complement to professional teaching knowledge and are adapted to the needs of the classroom.
El trabajo de campo como estrategia para la enseñanza y el aprendizaje del teorema de Pitágoras en noveno año de Educación General Básica
(Universidad de Cuenca, 2024-09-10) López Toledo, Diana Victoria; Quezada Matute, Tatiana Gabriela
This study describes the intervention using the Field Work strategy in the teaching and learning process of the Pythagorean theorem in the ninth year of Basic General Education at the Technical Salesian Educational Unit. The quasi-experimental research in two groups, the control and the experimental, was born after the diagnostic evaluation, in which 68.42% of the students did not achieve the skill associated with the theorem, which constitutes a problem in relation to academic performance; this deficiency is associated with the lack of motivation derived from exhausting days in a small space in the classroom. For the application of the proposal, a teaching guide for teachers and students was developed with activities for two class sessions. Before and after the intervention, the two groups were evaluated by means of a test of specific knowledge on the subject. In the first evaluation, the results showed that there is no significant difference between the research groups with a p-value = 0.1325 for the T Student hypothesis test; Meanwhile, the result of the post test showed a difference in the averages of the groups studied (p-value = 0.0331). A questionnaire on motivational climate was also applied to determine the influence of the activity on the experimental group. Finally, the correlation between academic performance and motivation was developed; the Spearman coefficient shows that there is a direct relationship between the variables after the application of the field work.
El uso del caso didáctico como estrategia para la formación de docentes de ciencias experimentales
(2022) Bernal Reino, Juan Carlos
One of the purposes of teaching mathematics is to solve problems and make decisions in everyday life. The main objective of this study was to determine the effectiveness of the application of a didactic case to solve a type of problem associated with definitions, conceptual applications, strategy resolution and decision-making, within the framework of teacher training processes. The scope of the process includes reflection on the theory of teacher training and the contribution to solving the problem nucleus of training: analyzing teaching strategies and techniques in indicated contexts and specific educational situations. The methodology used was qualitative through the observation, analysis and systematization of experiences through the use of geometric, analytical, dynamic and algebraic elements; and the use of mathematical concepts such as: differentiation, tangent, absolute value, etc. The results obtained indicate that the effectiveness of the didactic case as a didactic technique for teacher training processes and for subsequent theory-practice reflection is high. It concludes by recognizing the importance of diversifying didactic strategies in teacher training and projecting the use of the didactic case as an interdisciplinary and integrating work element of the different training subjects.
Elaboración de recursos y métodos para la enseñanza de la unidad didáctica de cuadriláteros en geometría plana
(Universidad de Cuenca, 2025-03-07) Rubio Ortiz, Diego Fabián; Zumba Orellana, Priscila Estefanía; Quezada Matute, Tatiana Gabriela
This study addresses the implementation of innovative didactic strategies for teaching quadrilaterals in Plane Geometry, aiming to overcome the limitations of traditional methods. The research employed a quantitative approach, using surveys and tests administered to 127 students from the Mathematics and Physics program at the University of Cuenca. The results revealed that Plane Geometry is perceived as a highly complex subject, a phenomenon attributed to the predominant use of memorization as a teaching strategy, as well as the lack of innovative resources and strategies. This method has proven ineffective in fostering longterm understanding and meaningful learning. The findings highlight the importance of renewing pedagogical approaches to address the observed challenges, demonstrating that combining innovative resources and contextualized strategies can significantly enhance academic performance and understanding of geometric concepts. In conclusion, resources and didactic strategies were developed to promote active and collaborative interaction among students, incorporating concrete materials and real-life contextualized problems. These resources are consolidated in a didactic guide designed for teachers, which includes practical activities and methodological recommendations aimed at improving teaching and learning. This initiative contributes to the development of effective educational tools and strengthens more dynamic and relevant teaching practices in the field of Plane Geometry.
Elaboración de un Objeto de Aprendizaje para la enseñanza de temas de la asignatura de Cálculo Diferencial de la carrera de Matemáticas y Física de la Universidad de Cuenca
(2019-11-21) Huaraca Ulloa, Lenin Enrique; Quezada Matute, Tatiana Gabriela
The present work of titling called Elaboration of a Learning Object for the teaching of themes for the assignature of Differential Calculus of the Mathematics and Physics career of the University of Cuenca has an aim to create an OA (Learning Object), to achieve a meaningful learning in students of the degree of Mathematics and Physics, in the subject of Differential Calculus. The OA contains videos, animations, evaluations, etc., which are housed within a platform called Exelearning, In order to develop this titling project we proposed to implement three chapters of development. The first chapter shows the difficulty of differential calculus and pedagogical theory, as well as the importance of Tic in education and the concept of the Learning Object. The second chapter aims to demonstrate the difficulty of students in understanding different topics in the subject of differential calculus. We analyze the information obtained through the surveys made to the future teachers in the field of study of Mathematics and Physics through the data obtained and the documentary review. In the third chapter, we develop the Learning Object that presents concepts and information related to the Differential Calculus, in topics of derivatives, maximum and minimums, medium value theorem and optimization problems. The methodology used in the work is quantitative; the techniques used are the survey, with its instrument the questionnaire and the documentary review, with which it was possible to demonstrate the existence of a problem when learning the subject of Differential Calculus.
Enseñando ley de Ohm y circuitos con circuitsapp
(Universidad de Cuenca, 2023-02-14) Loja Gallegos, Viviana Elizabeth; Rendón Bravo, Patricia Alexandra; Quezada Matute, Tatiana Gabriela
The purpose of this work is to provide a mobile application teaching about Ohm's Law and Electrical Circuits, this focus is on the 5E teaching model and gamification in order for the student through application to identify and experience concepts in a contextualized manner, with the aim of clarifying the contents from these tools, it thus contributes to unifying previous knowledge with current knowledge, transforming teaching and achieving meaningful learning. Consequently, the teaching will be enriching thanks to the different techniques used by the teacher from his own experience with the use of the application. In addition, a variety of gamification activities can be appreciated thanks to the use of TICs.
Enseñanza y aprendizaje de polígonos mediante la gamificación para séptimo año de Educación General Básica
(Universidad de Cuenca, 2024-11-11) López Toledo, Blanca Elisa; Quezada Matute, Tatiana Gabriela
The traditional Mathematics teaching in the seventh grade has led to challenges for students at Unidad Educativa Técnico Salesiano in calculating the perimeter and area of polygons, as revealed by the diagnostic assessment for the 2023-2024 academic year. Consequently, this research addresses the question: How does the teaching and learning of polygons through gamification influence the motivation and academic performance of seventh-grade students? A pre-experimental study was conducted, using a pre-test/post-test design with a single group. Two gamification strategies were applied—an Escape Room and a Treasure Hunt—to evaluate their impact on the teaching and learning of polygons. These strategies were integrated into micro-curricular planning and instructional guides. The study variables were the gamification proposal, academic performance, and motivation. Information was collected using a knowledge test and a perception survey. Descriptive statistical analysis and the Student's t-test revealed a significant difference in the students' scores before and after the intervention. Additionally, Spearman's correlation analysis showed a very strong and statistically significant positive correlation between academic performance and motivation. These results demonstrate that implementing gamification in classrooms significantly improves academic performance and motivation in Mathematics, overcoming the limitations of traditional classes and increasing students' interest in understanding abstract mathematical concepts.
Estrategia metodológica para la enseñanza de poliedros regulares en geometría plana y del espacio
(Universidad de Cuenca, 2020-07-22) Barrezueta Nieves, Eulalia Abigail; Escandón Jordán, Michael Joseph; Quezada Matute, Tatiana Gabriela
The present degree work proposes a didactic guide with the help of methodological strategies and didactic resources, designed with constructivist guidelines. This proposal seeks to support the teaching work, providing innovative didactic activities for the teaching of spatial geometry in the subject of regular polyhedrons. In the first chapter, information is gathered about the difficulties students present when analyzing three-dimensional figures. Then, the pedagogical current of constructivism is developed, based on the authors David Ausubel with his theory of significant learning and Lev Vygotsky with his theory of the Zone of Proximal Development (ZDP). Finally, the diverse strategies, techniques and didactic resources that support the development of the proposal are analyzed. The second chapter details the field research carried out with students from the University of Cuenca, in the Mathematics and Physics career. Two research techniques were applied, the first was the survey based on obtaining data on how the classes were developed; if they present difficulties and what resources would be ideal to have constructivist classes. The second was the test, in which it was evident that the contents were not learned in a significant way. These two techniques were analyzed by means of statistical graphs and tables. The third chapter is the development of the proposal, based on the design of a didactic guide for the teacher that contains six classes, each one of them with methodological strategies, techniques, didactic resources and recommendations that help to promote meaningful classes.
Estrategias de enseñanza para la Ley de Senos y Cosenos en el Bachillerato
(Universidad de Cuenca, 2024-09-16) Montalván Lazo, Jonnathan Fernando; Quezada Matute, Tatiana Gabriela
The present didactic proposal was designed with the objective of developing teaching strategies for the instruction of the Law of Sines and Cosines in high school. For this purpose, a socioconstructivist approach was used through a mixed methodology, which involved an extensive systematic review followed by a survey conducted among Mathematics teachers in both Basic General Education and Higher Education, from private, public, and mission schools. The results highlight the need to employ innovative strategies for teaching these laws, such as problem-based learning, gamification, and fieldwork, as well as technological approaches like the use of simulators and platforms to create educational games and visual and audiovisual materials. The research concludes that the use of various didactic strategies should be pertinent to the social and cultural realities of different educational institutions. Therefore, a didactic guide was developed for teaching, so that teachers can use this resource according to the educational context in which they work.
Estrategias didácticas para la enseñanza de la circunferencia y elipse a través de TIC’s para segundo de bachillerato
(Universidad de Cuenca, 2022-09-06) Vintimilla Torres, Luis Andrés; Zambrano Juela, Richard Paúl; Quezada Matute, Tatiana Gabriela
There are different educational contexts within the subject of Mathematics, specifically in the topic of Conics, which is why teachers must be constantly updating and strengthening innovative strategies that guide the student to achieve meaningful learning. Within this framework, the present degree project entitled "Didactic strategies for the teaching of the circumference and ellipse through ICT's for the second year of high school" was developed with the objective of elaborating a Didactic Guide that can be used by mathematics teachers at the San José de La Salle Educational Unit in Cuenca, The objective of the guide is to help teachers of mathematics at the San José de La Salle de Cuenca Educational Unit in the teaching of the Circumference and Ellipse, facilitating the development and achievement of the Skills with Performance Criteria that are presented in the Ecuadorian Curriculum with respect to the contents of these conics. It consists of a theoretical review focused on constructivism, the TPACK model, teaching techniques, ICTs and certain mathematical software that help to graph conics, specifically, the circumference and ellipse. This was followed by the statistical component, in which a quantitative methodology was used, surveying students of the San José de La Salle Educational Unit in Cuenca, an institution that opened its doors to learn about its educational context and for thisresearch to be carried out. Finally, the elaboration of a web page with different didactic strategies for the teaching of the circumference and ellipse, supported with virtual resources where the use of technologies applied to education is promoted, adjusted to the skills with performance criteria of the students of the second year of high school, a level where the topics of conics are taught, was carried out.
Estrategias metodológicas y recursos didácticos para la enseñanza de la transformación del lenguaje verbal al lenguaje algebraico en ecuaciones
(Universidad de Cuenca, 2021-04-19) López Salazar, María Graciela; Mejía Lata, Jessenia Elizabeth; Quezada Matute, Tatiana Gabriela
The objective of this degree work is to select methodological strategies for teaching the transformation of verbal language to algebraic language in equations, by gathering information and developing a didactic proposal focused on the subject. Teaching through traditional methods, the limited or misuse of didactic resources has caused problems for students, generating gaps in certain topics such as the transformation of languages, because they learn mechanically, that is, they do not relate with its context; Therefore, the teacher must use a constructivist approach based on experiences, application of methodological strategies and the use of material, whether technological or concrete; in order to generate interest in the student capable of solving problems in their environment, becoming the main actor of their knowledge. It is known that a large percentage of students have difficulty in transforming verbal language into algebraic language in equations due to several factors, so they, as future teachers, choose to work with a constructivist or mixed approach on the subject, in addition, they are They tend towards techniques that promote camaraderie, non-routine activities and didactic guides that help them organize the subject with respect to time, to generate meaningful learning in the student body. Due to the aforementioned, two didactic guides are proposed, one directed to the teacher that goes together with the student's guide; In which there are activities with several resources and methodological strategies in an alternate way that go according to the topic, as well as examples from daily life to demonstrate the relationship that exists with the environment, so that students build their own learning in a meaningful way.
Estrategias y recursos didácticos para la enseñanza de operaciones entre conjuntos para noveno de EGB
(Universidad de Cuenca, 2021-05) Barzallo Loja, Wilson Darío; Urgiles Guarango, Darwin Enrique; Quezada Matute, Tatiana Gabriela
Many of the times, the teaching-learning process becomes complex because the resources and techniques used are obsolete and do not respond to the needs of the student. In the case of mathematics classes, this reality is not alien. Therefore, the objective of this research was to develop a guide of strategies and didactic resources for teaching operations between sets and thus be able to achieve meaningful learning in students. This research is theoretically based on constructivism, this theoretical current refers to the various teaching methods, so that students are fully prepared and have the necessary capacity when solving problems, it is theoretically supported by the main authors of the theory of Constructivism: Jean Piaget with his Theory of Cognitive Development, David Ausubel with his proposal of significant learning, and Vygotsky with the theory of sociocultural learning. All of them help to improve the way of teaching and transmitting knowledge in such a way that the teaching-learning dynamic is bidirectional in order to achieve meaningful learning in each student. For this, a diagnostic study was carried out that allowed us to know how the impact of this issue has been on university students. Due to the current health situation (COVID-19), the participation of students who are in the second semester of the Pedagogy of Experimental Sciences of the Faculty of Philosophy, Letters and Education Sciences of the University was chosen from Cuenca. The results indicate that learning is not significant in the subject of set theory. Therefore, it is appropriate to create a guide and concrete material that gives the teacher the opportunity to have strategies that approach the reality of the students and that will allow the consolidation of learning in a better way. Future researchers will be able to longitudinally evaluate the effects of applying the guide
Guía didáctica para la enseñanza de las aplicaciones de las derivadas: tasas de variación y problemas de optimización
(Universidad de Cuenca, 2024-09-17) Illescas Rojas, Anahí Fernanda; Quezada Matute, Tatiana Gabriela
The teaching of derivative applications is generally not properly addressed by teachers, since they choose to explain this topic superficially due to lack of didactic resources and time constraints. Consequently, it is taught merely as a set of mechanical processes and formulas, without exploring its multiple real-world applications. This approach negatively impacts students' meaningful learning by hindering their ability to visualize the applications of derivatives in their environment. Therefore, this work aims to develop a didactic guide focused on constructing mathematical models for teaching derivative applications (such as rates of change and optimization problems). The primary goal is to design an educational resource for teachers, which will facilitate a more interactive and dynamic teaching approach, based in constructivist principles.
La realidad aumentada en la enseñanza – aprendizaje de poliedros regulares en octavo año de Educación General Básica
(Universidad de Cuenca, 2024-01-26) González Cantos, Juan Andrés; Quezada Matute, Tatiana Gabriela
Augmented Reality (AR) technology provides elements of improvement in the interest of the study of mathematics by students, where through a didactic prototype visualization skill linked to learning are promoted, making the intangible abstractions of the mathematics can be perceived in a real way. In the present study, resources were developed with the help of AR for the teaching-learning of regular polyhedra in the 8th year of EGB of the San Francisco Educational Unit, where the impact of the ARLOON GEOMETRY application on students was determined. The study was carried out with two parallels, the 8th "A" in which the regular instruction was applied with usual resources and the 8th "B", where didactic sequences involving the use of AR were worked on. Through the descriptive statistical analysis and the t-student test, it was determined that the PreTest applied shows that there is no significant difference (p-value=0.5743) between the notes of the two parallels, likewise the Post Test showed a significant difference (p-value=0.0005424) between the two parallels, demonstrating that the application of AR influences the learning of regular polyhedra in the 8th grade "B" compared to the 8th grade "A", who were instructed with the usual teaching methodology. This research shows that AR is a technology that offers a new way of educating.
Prácticas de laboratorio filmadas para fortalecer el proceso educativo en el área de física
(2014) Quezada Matute, Tatiana Gabriela; Guachún Lucero, Freddy Patricio; Avecillas Jara, Alberto Santiago
As it´s of our knowledge, physics has been seen as a mechanic, theoretical and rote subject; cemented only on the transition of contents and equations. This investigation project called “Filmed laboratory practices in order to strengthen the educational process in the area of Physics” would generate a support in the innovations of the teaching strategies with the objective of transforming the instruction with help of the TICs, and a personalized education in the physics subject. VB In the first part of the project, information is gathered and chosen this infor-mation is about: education and the change it has suffered along with the time, me-thods and techniques that have emerged in order to strengthen and better the edu-cational process, emphasizing the importance of the video while teaching and ending with the theoretical foundation of the filmed laboratory practices. On the second part it’s pretended to be demonstrated, through a not probabilistic sampling, that there is a lack of material schools in order to prepare experimental setups, furthermore there is a low instruction in the teachers in the usage of the material, provoking a gap on the comprehension of the contents taught to the students. Finally, as a third part, there is a set of 12 videos presented in the proposal, the videos are experimental practices with their own guide and lesson plans; which will guide the student and the teacher in each class-topic. They are structured in the following way: 1. Presentation of the practices, 2. Development of the experiment, 3. Readings and computes, and 4. Conclusions.
Proceso de admisión y curso de nivelación en el ingreso a la universidad. Un estudio de caso
(2018) Bravo Guerrero, Fabián Eugenio; Illescas Peña, Lourdes Eugenia; Quezada Matute, Tatiana Gabriela
here are some criticisms of the access system to the ecuadorianuniversity because many students fail to achieve access to the careers of their preference or vocation; for that reason, an investigation was made to the admission process and leveling course taken by the students who entered the Faculty of Philosophy, Letters and Education Sciences of the University of Cuenca. It is important to demostrate with real values these statements. To achieve this, students were analyzed who were admitted and entered the leveling course between September 2015 and February 2016, through surveys at the beginning and end of the course. Based on the results of the scores of the National Exam for Higher Education -ENES-with which the students entered the careers, it was compared with the careers of preference, and the experience aftertaking the leveling course in the faculty