Utilización del software DERIVE como estrategia didáctica para el aprendizaje del cálculo diferencial en los estudiantes del primer semestre, Escuela de Ingeniería Industrial de la Escuela Superior Politécnica de Chimborazo.

Abstract

The objective of this research was to use the DERIVE software as a didactic strategy in the learning of differential calculus in the students of the first semester, School of Industrial Engineering of the Escuela Superior Politécnica de Chimborazo (ESPOCH). The investigative scope was of the descriptive type with a quantitative approach, applying experimental, descriptive, and deductive methods. A sample of 84 students from the first semester of the Faculty of Mechanics School of Industrial Engineering of ESPOCH was calculated, which was divided into two groups: experimental and control, the homogeneity of the groups was verified with the F-test. In order to analyze learning and the availability of technological resources, the survey was used as a data collection technique and the questionnaire as an instrument, the results of which allowed for structuring a didactic proposal based on the constructivist theory of learning, which allows the teaching-learning process to It focuses on the student who is the builder of their knowledge, in addition, the DERIVE software was used as a didactic strategy, which motivated the student to use it. The proposal was implemented in the experimental group, observing a consolidation of knowledge about differential calculus in a critical and self-evaluative way to solve problems and interpret the results. In contrast, in the control group, the topic was taught traditionally. The objective test scores were evaluated in each group, reaching a mean of 5.67 in the experimental group and a mean of 4.39 in the control group, which compared with a normal z-test (hypothesis verification parametric), obtained a value of 4.516 (calculated z) > 1.96 (critical z), which shows that there is a significant difference in academic performance. It is concluded that using the DERIVE software as a didactic strategy increases the level of learning of differential calculus.