Aplicación de software educativo para el aprendizaje de demostraciones matemáticas en estudiantes de bachillerato de la Unidad Educativa Julio Jaramillo de Santo Domingo, período lectivo 2021-2022.

Abstract

The aim of this research was to apply educational software as a methodological strategy to learn mathematic demonstrations in high school students at “Unidad Educativa Julio Jaramillo” in Santo Domingo during the academic year 2021-2022. The design of this research was quasi-experimental with a quantitative method and explanatory effect. The scientific, inductive, deductive, analytic, and synthetic method was applied. Within a population of 178 high school students, it was obtained a sample stratified layout with 122 students (51 “1ro BGU”, 43 “2do BGU” and 28 “3ro BGU”); and with the application and analysis of a diagnostic test, it was established a group of control and one statistically homogeneous experimental group through t Student test. The results of the diagnostic revealed that students do not possess the previous knowledge required, for this reason, it was established that the contents of pedagogical reinforcement of the logical propositional were taken into account in the first part of the design of the methodological proposal. After applying the didactic unit based on the methodological strategies with the ERCA learning cycle, using the educational software (TAUT, power of logic y DC Proof 2.0) in the experimental group, and teaching the control group in a traditional way; the final evaluation to both groups was applied. This allowed us to demonstrate that the result of the median of the final evaluation in the experimental group was greater than the median of the diagnostic evaluation. Secondly, it was shown that the median in the final evaluation of the experimental group was greater than the control group which allowed us to conclude that the application of educational software improves significantly the knowledge of mathematic demonstrations. Finally, through a survey and analysis, it was determined that the satisfaction with the usage of the didactic resource was not due to the education software because the medians were similar in both groups.