Matemáticas y Física-Tesis de Pregrado

Permanent URI for this collectionhttps://dspace-test.ucuenca.edu.ec/handle/123456789/156

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Análisis al reconocimiento y valoración de la Etnomatemática en libros de matemática de EGB Superior
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-17) Bacuilima Guanga, Paola Nayeli; Fernández Tenezaca, Jéssica Paulina; Trelles Zambrano, César Augusto
Ethnomathematics, proposed by Ubiratan D’Ambrosio, acknowledges the diverse ways in which cultures approach mathematics, a crucial aspect in a culturally diverse country like Ecuador. However, its integration into the educational system remains limited, as evidenced by this study, which analyzes the inclusion of ethnomathematics in General Basic Education textbooks (ages 11-14). Using a mixed quantitative-qualitative methodology, 2,167 activities, 18 projects, and 383 interdisciplinary sections from eighth, ninth, and tenth-grade textbooks were evaluated, classifying the exercises into 18 categories to identify cultural content. The results showed that 98.11% of the exercises lacked cultural influence, and only 1.89% incorporated ethnomathematical elements, highlighting a significant gap between the Ecuadorian curriculum, which promotes interculturality, and the textbooks in use. To address this limitation, the study includes interviews with a master mason and a market vendor, representatives of distinct cultural groups, whose practices served as the basis for designing a teaching guide. This guide proposes contextualized mathematical activities, integrating practical knowledge and connecting learning with the students' sociocultural environment.
Análisis de las dificultades de aprendizaje en la asignatura de Estática y Cinemática en los estudiantes de la carrera de Pedagogía de las Ciencias Experimentales Matemáticas y Física de la Universidad de Cuenca
(Unversidad de Cuenca, 2023-02-13) Jaramillo Ramirez, Christy Melissa; Urgilés Guamán, Andrea Raquel; Rojas Rojas, Marco Alejandro
This degree work is an investigation about the learning difficulties of the students of the University of Cuenca of the career of pedagogy of experimental sciences with the purpose of identifying the different factors that intervene in the learning process of the subject of statics and kinematics corresponding to the second cycle of education in the area of physics. The resources used in this study are an interview which consisted of 10 questions directed to teachers who teach or taught the subject of Statics and Kinematics and a qualitative survey consisting of 20 questions directed to students who recently took the subject, which were selected through a purposive sampling, these questions are focused on determining whether students have had learning difficulties in their educational process and to establish factors involved in learning difficulties in the educational process of the student throughout his student life and in the area of physics. Through the responses of both students and teachers it was possible to make a comparison by way of conclusion of the factors that influence learning difficulties with the perspective of both as well as suggesting several recommendations that can be applied in the subject of Statics and Kinematics. With this research it is expected to improve the learning process of the students with respect to the area of physics as well as to boost the interest in the difficulties presented in the students.
Análisis de las metodologías empleadas en el refuerzo pedagógico de matemáticas dirigido a estudiantes de noveno año de Educación General Básica
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-22) Ordoñez Ochoa, Yeleny Alexandra; Rubio Ortiz, Paulina Rebeca; Trelles Zambrano, César Augusto
This study aims to analyze the methodologies used in academic reinforcement classes within the subject of mathematics for 9th grade students (12-year-olds) of Basic General Education (K-12) and their influence over the academic performance of the students. Given the current legislative and recent research, the importance of pedagogical reinforcement classes as a strategic tool to optimize educational results and confront the current challenges of education is emphasized. The research employs a mixed-methods approach design that enables the discovery of the most effective teaching strategies and implementation challenges through both qualitative and quantitative data collection. The research reveals that search-based active, participatory, and student-centered methodologies, along with comprehensive teacher training and tailored pedagogical strategies, significantly enhance students’ understanding and achievement in mathematics. During the research in classrooms, challenges like limited class time and discrepancies between planned activities and actual implementation were identified, emphasizing the need for ongoing teacher training and the use of different strategies and resources. Overall, strategically applied reinforcement methods are essential for enhancing learning in mathematics and promoting educational equity.
Análisis del uso de softwares matemáticos como herramienta de enseñanza y aprendizaje con los estudiantes de primero de bachillerato
(Universidad de Cuenca, 2023-02-07) Ríos Caisaguano, Yajaira Elizabeth; Siranaula Tacuri, Jenny Valeria; Jácome Guzmán, Marco Vinicio
This study aims to contribute to the improvement of the academic performance of first year high school students in the area of mathematics with the support of technology through the use of mathematical software. A cross-sectional quantitative methodology was used, surveys were applied to students and teachers, which allowed to know the most used software, starting with Geogebra, Symbolab and Cymath, and the advantages and disadvantages of the software. As a proposal for the research, a didactic guide was elaborated, which consists of worksheets full of activities so that the teacher can use them as a support when teaching his classes. Currently, the interaction between learning and technology is important, being necessary the implementation of these softwares within the educational programs and plans. This project is important for its aspiration that both teachers and students get involved with technological tools to transform their teaching and learning process. Technological advancement has enabled students to research, collaborate, analyze, share and generate innovative, current and constructive knowledge. In conclusion, technology, especially mathematical software, is a great learning tool; however, the presence and guidance of the teacher is important, especially in the initial phases, since it is not feasible to affirm that students can learn adequately through software just because they have it, which is why the implementation of these tools in the educational process is proposed to improve the methodology used in class.
Análisis estadístico del desempeño de los estudiantes egresados y graduados de la Carrera de Matemáticas y Física de la Universidad de Cuenca durante el período 2005-2012
(2013) Jarama Luna, Ana Marcela; Matute Matute, Wilson Javier; Illescas Peña, Lourdes Eugenia
Análisis numérico en el algebra lineal y ecuaciones diferenciales
(1997) Calle P., Eulalia; Almache Cabrera, Segundo Juan
Aplicabilidad didáctica de la teoría de grafos a través de procesos etnomatemáticos, basados en las figuras tradicionales del museo Guantug
(Universidad de Cuenca, 2022-04-14) León Morales, Yesenia Carolina; Guapacasa Yanza, Nancy Johanna; Herrera Montero, Luis Alberto
The present work is oriented to implement ethnomathematics in the teaching-learning process of the topic Graph Theory, with a didactic proposal directed to the students of discrete mathematics of the Pedagogy of Experimental Sciences Career of the University of Cuenca, which links the ethnomathematical resources (traditional figures) found in the Guantung Archaeological and Ethnographic Museum. Through ethnographic work, the selection and analysis of traditional figures from different cultures, among them the Cañari and the Inca, was carried out. For the construction of mathematical and geometric concepts, through the use of natural resources and cultural expressions (traditional figures) of our context. In addition, the didactic applicability of the proposal is characterized through a workshop dialogue with experts for feedback.
Aplicación de la guía didáctica para la enseñanza de sistemas de ecuaciones lineales con material concreto y recursos virtuales
(Universidad de Cuenca, 2025-04-07) Tinizhañay Tenempaguay, María Eugenia; Bravo Guerrero, Fabián Eugenio
The application of the didactic guide of systems of linear equations with concrete materials and virtual resources aims to validate the effectiveness of the proposal developed. This is done by comparing students who learn under traditional approaches and students who learn under the model of a didactic guide. In the didactic guide chosen for the system of linear equations, the importance of the use of concrete material and virtual resources in the teaching-learning process stands out. Getting students to pose and solve systems of equations by different methods is the skill that teachers want to achieve, but the repetition and memorization pillars of traditional teaching does not allow students to achieve it, the guide proposes that through concrete material and virtual resources the students' previous knowledge is activated in order to achieve the skill and consolidate meaningful learning as proposed by Ausubel in his theory of constructivism.
Aplicación de un TAAG de matemáticas para el noveno año de educación básica
(1998) González Cordero, Franco; Avecillas Jara, Alberto Santiago
Aprendamos conceptos relativistas mediante modellus
(2013) Morquecho Guamán, Rosa Margarita; Peláez Guzmán, Mayra Valeria; Avecillas Jara, Alberto Santiago
This graduation project shows animations in which the topic “Relativistic Concepts" are developed. It is part of Modern Physics. Using the program Modellus, we have developed a series of animations which are divided in: Conceptual, Practical and Ludic. The conceptual animations give the user the theoretical-conceptual part on each of the topics in a simpler form, concrete, summarized, different and fun. The Practical animations are built in a way that the user expresses the ac-quired knowledge in the conceptual part, allowing the interaction between the user and the program. The Ludic animations show certain activities and games which will allow the user to show their psychomotor skills, because they are interactive only. To complement this project, we have created a didactical guide which describes the components and the functioning of each of the elements that are part of Modellus, it also serves as a theoretical-practical support for the user.
Aprendamos electrostática con ayuda del computador
(2006) Martínez Bustamante, Margarita del Rocío; Avecillas Jara, Alberto Santiago
Aprendamos elementos de analisis vectoriales con medellus
(2010) Cáceres Caguana, Lourdes Liliana; Avecillas Jara, Alberto Santiago
Aprendamos en campo eléctrico estático por medio del computador
(2010) Duchi Fárez, Vilma Maribel; Avecillas Jara, Alberto Santiago
Aprendamos interferencia y difracción por medio del computador
(2005) Baculima León, Johanna Janneth; Guamarrigra Chicaiza, Juan Carlos; Avecillas Jara, Alberto Santiago
This graduation project is a collection of conceptual and exercisable subunit "Interference and Diffraction" belonging to the Electromagnetic Optics. We have developed a set of animations by Modellus (mathematical animation program), they are divided into three groups: Conceptual, by which it is intended that the user knows the theoretical part and mathematical models of each topic. Exercisable, animations containing exercises and proposed models with their respective solution. Playful, those seeking a fun way to reinforce the theoretical and practical knowledge of the subject, developing the motor skills and mental agility of the user. In addition, this has a basic guide to the operation and use of the program Modellus, brief summaries, reinforcement activities and an animation of sample each topic.
Aprendamos la acústica a través del computador
(2010) Salazar Jara, Angélica María; Avecillas Jara, Alberto Santiago
Aprendamos vectores y estática con la ayuda del computador
(1997) Avila Idrovo, Laura Marieta; Gonzáles Prado, Neli Norma
Aprendidendo campos magnéticos estáticos con medellus
(2012) Pacheco Pacheco, Ruth Cecilia; Avecillas Jara, Alberto Santiago
Aprendiendo campos eléctricos y magnéticos dependientes del tiempo con modellus
(2012) Salazar Largo, Dalila Graciela; Avecillas Jara, Alberto Santiago
Aprendiendo el campo eléctrico estático y dieléctricos con modellus
(2011) Tenempaguay Saquipay, Nube Maricela; Avecillas Jara, Alberto Santiago
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

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