Pedagogical intervention mediated by exelearning to strengthen the mathematical competence of interpretation and representation
DOI:
https://doi.org/10.15765/pnrm.v17i32.3688Keywords:
Mathematical skills, interpretation, representation, exlearningAbstract
The sixth students of the José Consuegra Higgins District Educational Institution (Barranquilla Colombia) present low academic performance in the mathematical skills of Interpretation and representation. In this context, a didactic strategy is supported by the creation of digital educational resources in Exelearning. From a quantitative approach, descriptive scope, and type of quasi-experimental design with four groups of students; The methodology was approached from the diagnostic, design, implementation, and evaluation phases. The results of the pretest and posttest data of the parametric Student's t-test for related groups, applied to the control group, yielded a sig. Bilateral = 0.775 > 0.05 indicating that there is no statistically significant difference between the pretest and posttest of the control group; On the other hand, the Wilcoxon non-parametric test for related groups applied to the experimental group yielded a two-sided sig.=0.00 < 0.05, in this sense there is a statistically significant difference between the pretest and posttest of the experimental group. Consequently, it is concluded that the pedagogical intervention achieved an improvement in the development of the mathematical skills of Interpretation and representation.
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