Análisis de dinámica cognitiva en estudiantes del décimo año en aprendizaje de sistemas de ecuaciones lineales a causa de registros de representación semiótica, Unidades Educativas Velasco Ibarra y Hualcopo Duchicela.

Abstract

The objective of this research work was to analyze the cognitive dynamics in students of the tenth year of Systems of Linear Equations with two unknowns due to the registers of semiotic representation, from a positivist position and a quantitative approach, which emphasizes the use of empirical methods, based on valid and reliable instruments such as applied objective tests and statistical techniques that allowed recording and analyzing the information. In addition, a quasi-experimental field and explanatory design was followed with measurement in the application of the didactic sequence based on the theory of semiotic representation registers and traditional teaching. Intact groups of students were included for the execution of the study, the control group (UECIB Hualcopo Duchicela) and the experimental group (UE Velasco Ibarra) which were defined as homogeneous by applying the Levene test to analyze the homogeneity of variances and Student t test for independent samples, and for equality of means. The proposal was implemented in the experimental group, and for the control group the traditional learning methodology was used. The results obtained in the objective test for each group were analyzed, achieving a mean of 8.036/10 in the experimental group and a mean of 4.815/10 in the control group, which were statistically compared using the Student t test (parametric verification of hypothesis) a value of 10.154 (calculated t) > 1.96 (critical t) was obtained, which shows that it does increase the cognitive dynamics of the students. It is concluded that the implementation of semiotic representation registers as a didactic strategy increases the level of cognitive dynamics in the learning of Systems of Linear Equations with two unknowns.