Modelado de conceptos del cálculo, mediante Software Matemático, para enseñanza de derivadas e integrales, y su incidencia en el rendimiento académico de los estudiantes de Tercero Bachillerato del cantón Alausí.

Abstract

The aim of this research was to model calculus concepts, by means of mathematical software, for the teaching of derivatives and integrals, and to improve academic performance. The research scope was of correlational type with a quantitative approach, applying the following methods: quasi-experimental, descriptive and deductive. The study worked with a sample of 234 students of the third year of the General Unified Baccalaureate (BGU) of Alausí canton. The previous and posterior grades of the students were considered after applying the mathematical software, whose homogeneity was verified by the Kolmogorov-Smirnov test. In order to analyze the learning outcome and the availability of technological resources, the survey was used as a data collection technique and the questionnaire as an instrument. As a result, Geogebra was identified as the mathematical software for modeling the basic concepts of derivatives and integrals, which allows the teaching process to focus on the student, as the constructor of his own knowledge. Through the use of statistical analysis, the averages obtained were compared, showing that the mean value after using Geogebra is higher than that before using Geogebra (8.3837 > 7.3778), with the Wilcoxon signed-rank test (nonparametric hypothesis testing). It is concluded that the use of the mathematical software Geogebra increases the learning of derivatives and integrals. Therefore, it has a significant impact on academic performance. In addition, the interaction with the software allowed students to corroborate the results of the exercises presented analytically and graphically, and to interpret them.