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IMPACTO DE LA METODOLOGÍA SEARCH, SOLVE, CREATE AND SHARE EN LA RESOLUCIÓN DE PROBLEMAS MATEMÁTICOS
(2024) Cristina Lorenti Zambrano; Jimmy Suárez-Toro; Dimas Geovanny Vera Pisco; Diego Sornoza-Parrales
The ability to solve problems from a mathematical approach is a fundamental tool that students must develop in order to address everyday problems using a mathematical perspective, to make informed decisions about their future professional education, and to build confidence in their ability to solve professional-level problems through mathematical reasoning. This study validated the impact of the Search, Solve, Create, and Share method as a strategy to improve mathematical problem-solving skills, following a quasi-experimental model and a quantitative approach, with the participation of 19 volunteer students from upper basic education at a private educational institution in the city of Guayaquil, Ecuador. The students were divided into two experimental groups according to their cognitive and educational levels, and were assessed before and after the implementation of the methodology. The performance recorded in the pre- and post-intervention evaluations was analyzed using the Student's t-test, yielding a p-value of 0 and 0.00018 for each respective group, both of which are below the significance threshold of 0.05 (5%). Additionally, the Student’s t-test produced a t-statistic of 9.12 and 5.04 for the first and second experimental groups, respectively, indicating a significant difference in the mean scores of the pre- and post-intervention evaluations for each group. These results confirmed a significant improvement in problem-solving skills as a result of applying the studied methodology.
ENSEÑANZA DIGITAL DE MATEMÁTICAS: IMPACTO EN LA CONSTRUCCIÓN DEL CONOCIMIENTO EN BACHILLERATO
(2024) Jerson Portocarrera-Nivelo; Dimas Geovanny Vera Pisco; Diego Sornoza-Parrales
Introduction: The implementation of digital resources has shown a favorable impact on the academic performance of high school students. Their use in teaching significantly enhanced the understanding of specific topics, demonstrating their effectiveness under a constructivist approach that promotes active knowledge development and collaborative interaction. Objective: This article analyzes the impact of digital resources on the teaching and learning of mathematics, evaluating their effectiveness in improving academic performance and exploring how they contribute to students' active learning. Method: To achieve this objective, the research was conducted using a mixed-methods approach, collecting and analyzing qualitative and quantitative data. A total of 43 second-year high school students in science and accounting participated, divided into two groups: science, with 30 enrolled students, and accounting, with 13 enrolled students.
PROPUESTA DE INTEGRACIÓN DE FUNCIONES LINEALES Y CUADRÁTICA EN EL ESTUDIO DE FIGURAS GEOMÉTRICAS PLANAS EN LA FORMACIÓN DE DOCENTES PARA EDUCACIÓN MEDIA
(2024) Juan Patricio Aguirre Mateus; Dimas Geovanny Vera Pisco; Diego Sornoza-Parrales
The use of digital tools has significantly transformed mathematics education, enabling a more dynamic and contextualized understanding of abstract concepts such as functions. The main objective of this article is to analyze how the integration of linear and quadratic functions into the study of plane geometric figures—through technological resources and active strategies—enhances teacher training in secondary education. The methodology followed a qualitative approach, employing Project-Based Learning (PBL) and a validated Likert-scale questionnaire, structured into four dimensions: learning experience, use of technology, educational infrastructure, and collaborative work. The study involved 21 students. Results revealed that the use of GeoGebra and PBL strengthened students’ conceptual understanding of functions and increased their motivation. Reliability analysis, measured by Cronbach's Alpha, showed acceptable values: 0.869 for learning experience, 0.732 for technology use, 0.820 for infrastructure, and 0.712 for collaborative work, indicating adequate internal consistency. It is concluded that the articulated use of technological tools and active methodologies not only enhances the teaching of mathematical content but also fosters collaboration, autonomy, and critical thinking among future teachers. Future research is encouraged to explore the application of this approach in other educational levels and subject areas, broadening the impact of ICT and PBL in university teaching.
PERCEPCIÓN SOBRE EL USO DE KAHOOT PARA EL APRENDIZAJE DE MATRICES A ESTUDIANTES DE BACHILLERATO
(2024) César Alejandro Zambrano Cedeño; Eduardo Alejandro Ortega Mite; Dimas Geovanny Vera Pisco; Diego Sornoza Parrales
Gamification is an active methodology that transforms learning into a playful and meaningful activity, facilitating the understanding of complex concepts while also developing problem-solving skills. As a result, it fosters a positive attitude toward learning, increasing academic performance and knowledge retention. The main objective of this research was to enhance knowledge about matrices in a group of 54 high school students who did not meet the minimum required grade to directly pass the academic year in mathematics. The study employed a qualitative methodology through surveys using a Likert scale, an ideal tool for measuring satisfaction through subjective perceptions, ensuring easy interpretation of results, and in this case, providing comparable data on the educational experience with digital tools. The reliability analysis results obtained through Cronbach’s Alpha using SPSS software version 25 revealed high internal consistency in three dimensions regarding the use of Kahoot for matrices (D3 = 0.855, D4 = 0.849, D1 = 0.804), while the second dimension showed moderate reliability (0.655), indicating that the gamified tool generated positive student perceptions. The implementation of Kahoot proved to be an effective strategy for improving the learning of matrices, with high student acceptance according to the reliability results, highlighting its potential to transform the teaching of abstract content through gamification.
CÁLCULO MENTAL PARA OPERACIONES DE FRACCIONES CON DIFERENTE DENOMINADOR CON JUEGOS DE MESA.
(2025-04-29) GREGORY LASSO DUQUE; DIMAS VERA PISCO; DIEGO SORNOZA-PARRALES
This project aimed to encourage the use of mental math in solving addition and subtraction operations with fractions that have different denominators among secondary education students. The objective was to develop arithmetic skills that allow students to better understand mathematical procedures without relying on calculators. Through practical, dynamic activities, and game boards students were expected to gain confidence in solving fraction operations quickly and accurately. The methodological approach consisted of applying sequential exercises, starting with simple examples and progressively moving toward more complex problems. Direct observation of student performance was used, along with diagnostic tests and follow-up assessments to measure the project's impact. In addition, group feedback sessions were implemented so that students can share strategies and reinforce their learning through collaborative work. With this project, it was expected that students will develop both cognitive skills and the confidence needed to tackle mathematical problems independently, without using technological tools. The expected outcome was an improvement in academic performance and in students' ability to solve basic operations with fractions through the use of mental math
EL IMPACTO DE LA GAMIFICACIÓN EN EL RENDIMIENTO MATEMÁTICO DE LA EDUCACIÓN BÁSICA SUPERIOR
(2024) Carlos Alfredo Hernández Dávila; Daniel Enrique Navarrete Díaz; Dimas Geovanny Vera Pisco; Diego Sornoza Parrales
Gamification comprises teaching techniques or mechanisms with playful elements so that learning becomes an active, collaborative and motivating environment, which favors students' commitment to obtain mathematical concepts and improve their academic performance. The main objective of this article was to evaluate the impact of gamification on the academic performance of higher basic education students in factoring methods, through digital tools such as: Genially, Nearpod, Educaplay and Quizzis. The methodology used was quasi-experimental with a quantitative approach, in which there was a control group and an experimental group, with 54 ninth year EGBS students of a Fiscomisional Educational Unit of the province of Esmeraldas. The results showed that the experimental group increased its average from 5.26 to 8.04 points and the control group showed a minimum increase from 4.52 to 6.19 points, by means of the t-test, with a significance level of 5%, where the p-value was 0.6951 for the control group and 0.000023 for the experimental group. These data were the result of the intervention during 4 sessions with the implementation of interactive resources and symbolic rewards under the game-based learning approach. It is concluded that gamification is able to improve mathematics learning by increasing motivation, participation and conceptual understanding. It is suggested in future research to work with a qualitative approach with these types of methodologies in the teaching of mathematics
IMPACTO DE GEOGEBRA EN EL DESARROLLO DE HABILIDADES NUMÉRICAS EN ESTUDIANTES DE PRIMERO DE BACHILLERATO EN CIENCIAS.
(2024) Luis Francisco Meza-Holguin; Manuel Wilmer Morán González; Dimas Geovanny Vera Pisco; Diego Sornoza-Parrales
GeoGebra is an interactive educational software that combines the learning of geometry, algebra, statistics, and calculus within a dynamic learning environment. It facilitates easier understanding of mathematical problem-solving, promoting participatory and meaningful learning. This article analyzes the impact of using GeoGebra on the development of numerical skills in first-year science high school students in the Pedro Carbo canton. A quantitative approach was used, with a quasi-experimental design involving control and treatment groups. The sample consisted of 70 students distributed into two classes: one assigned as the control group, which received lessons through traditional methods, and the other as the experimental group, which used GeoGebra as a tool for learning linear, affine, and quadratic functions. Diagnostic (pretest) and summative (posttest) assessments were applied to both groups. Statistical analysis, conducted with Microsoft Excel 2023, included descriptive and inferential measures. The results showed improvement in both groups, although significantly greater in the experimental group. The mean score of the experimental group increased from 7.47 to 8.80, and the standard deviation decreased, indicating greater homogeneity in achievements. The test statistic (z = 3.3096) and the p-value (<0.001) confirmed the existence of a statistically significant difference, while in the control group the difference was not significant (z = 0.8143; p > 0.05). The use of GeoGebra proved to be an effective pedagogical strategy for strengthening algebraic reasoning, understanding functions, and enhancing mathematical visualization, thus contributing to a significant improvement in academic performance in mathematics.
"ESTUDIO PEDAGÓGICO-TEÓRICO DE LA INTEGRACIÓN POR PARTES Y SU APLICACIÓN ESTRUCTURAL EN LA TEORÍA DE LA TRANSFORMADA DE LAPLACE"
(2024) Gabriel Alejandro Alvear Yáñez; Dimas Geovanny Vera Pisco
This study addresses the analysis of the integration by parts technique and its structural application in Laplace transform theory, with an emphasis on its pedagogical usefulness for understanding and solving differential equations. Based on a current theoretical review, it has been demonstrated that integration by parts is not only a fundamental tool of integral calculus but also enables a clear structuring of algebraic processes involved in the Laplace transform. Through representative examples, it has been shown how this technique facilitates the transformation of ordinary differential equations into more manageable algebraic expressions, particularly in applied contexts such as RLC circuits. A model electrical circuit system with resistance, inductance, and capacitance was solved, highlighting the method’s efficiency in obtaining the current function via the Laplace transform. The pedagogical analysis revealed that this methodology enhances conceptual understanding and fosters students’ ability to link mathematical theory with real-world problems. It is therefore concluded that integration by parts, framed within the transformational approach of Laplace, is a valuable strategy for both teaching and effective application in engineering and physics.
El papel de la gamificación en el aprendizaje de matemáticas en estudiantes de bachillerato: Un enfoque motivacional para mejorar el rendimiento académico
(2024) Saulo Adrián Romero; David Rodríguez; Dimas Vera Pizco; Diego Sornoza
Gamification and mathematics learning This study explores the use of gamification in the learning of mathematics among secondary school students in Ecuador. A quantitative approach was employed using a quasi-experimental pretest-posttest design with a single group. The sample consisted of 17 students aged between 16 and 17 years, all in their final year of high school. The study was conducted in two distinct phases. In the first phase, a traditional teaching and assessment process was applied to the group without the use of gamification elements. Subsequently, a gamified intervention was implemented using digital platforms such as Kahoot, GeoGebra, and other playful activities, followed by a second assessment with the same group of students. For data analysis, the statistical method known as Student’s t-test was used in both phases. The results of both assessments were compared to determine the effect of gamification on students’ academic performance. The findings showed a significant improvement in students' grades after the gamified intervention. Additionally, increased engagement and participation were observed during the gamified activities, suggesting a positive impact not only on academic performance but also on students' attitudes toward learning mathematics. It was concluded that gamification, by integrating motivational elements such as rewards, friendly competition, and immediate feedback, can serve as an effective pedagogical strategy to enhance both students’ performance and interest in mathematics. These findings provide relevant evidence supporting the usefulness of incorporating active methodologies in Ecuadorian school settings.
MODELIZACIÓN DE FUNCIONES CUADRÁTICAS PARA POTENCIAR EL APRENDIZAJE SIGNIFICATIVO: UNA EXPERIENCIA CON ESTUDIANTES DE BACHILLERATO
(2024) Juan José Fajardo Heredia; María Elisa Fajardo Heredia; Dimas Geovanny Vera Pisco
Mathematical modeling allows connecting this science with the real world using mathematical structures that can analyze, understand and predict the behavior of the situation being modeled. The main objective of this research is to analyze the impact of mathematical modeling on the learning of quadratic functions with high school students between 17 and 18 years old. This study is based on the need to incorporate innovative methodologies in mathematics teaching in Ecuador, where mathematical modeling has not yet been widely implemented in classrooms. To achieve this, a mathematical modeling activity was designed and applied based on the theoretical framework of meaningful learning. This activity was carried out in two stages: first, a pre-test was conducted to analyze the mastery of skills related to mathematical modeling, and later a post-test was implemented after working with the students in two class sessions, each lasting two hours. The data obtained was collected and compared using a quantitative approach in both instances, and the results demonstrated the effectiveness of mathematical modeling as a didactic strategy and its influence on the construction of meaningful learning. It is recommended to enhance the teaching of mathematical modeling to high school students to strengthen the understanding of mathematical structures and their relationship with the environment.
IMPACTO DEL USO DE GEOGEBRA EN EL DESARROLLO DEL PENSAMIENTO GEOMÉTRICO SOBRE SECCIONES CÓNICAS EN BACHILLERATO
(2024) Cristian Guillermo Gallardo Calapaqui; Dimas Geovanny Vera Pisco; Diego Sornoza-Parrales
GeoGebra has established itself as a fundamental technological tool in mathematics education, as it enables the representation of abstract concepts in a dynamic and visual manner. The application of this software has proven to be valuable in areas such as geometry, algebra, and calculus, allowing students to interact with graphical constructions in real time. In the field of analytic geometry, GeoGebra facilitates the exploration of conic sections through visual representations that strengthen spatial intuition and the connection between algebraic and geometric language. The main objective of this study was to assess the pedagogical potential of integrating GeoGebra as a resource to foster meaningful and contextualized learning in mathematics education. The research methodology was based on a quantitative, quasi-experimental approach, involving the application of a perception questionnaire and analysis of academic performance to evaluate the impact of the implemented didactic strategies. The study involved first-year high school students, organized into an experimental group, due to the small sample size of 17 participants. Therefore, a paired t-test was conducted to compare the use of GeoGebra with traditional teaching methods. This project aimed to design innovative teaching strategies that enhance deep understanding of mathematical content, as well as the development of critical thinking and visualization skills. Consequently, the implementation of GeoGebra software proved to be highly beneficial in illustrating and teaching conic sections, as the integration of digital resources significantly enhances the teaching and learning process of analytic geometry.
DESARROLLO DEL RAZONAMIENTO LÓGICO-MATEMÁTICO A TRAVÉS DE PATRONES NUMÉRICOS Y FIGURALES: ESTUDIO APLICADO EN LA UNIDAD EDUCATIVA SANTA MARÍA DEL FIAT
(2024) Eddie González-Ezeta; Cinthia Mariana Salcedo Marín; Dimas Geovanny Vera Pisco; Diego Sornoza-Parrales
In the current educational landscape, the development of logical-mathematical reasoning has often been overlooked in favor of other curricular priorities, despite its essential role in critical thinking and problem-solving. In particular, the use of numerical patterns has been minimized in school curricula, limiting opportunities to strengthen processes such as analysis, argumentation, and generalization from early stages. This study aimed to analyze the effect of a pedagogical intervention based on numerical, visual, and figural patterns, applied to eighth-grade students in General Basic Education. A mixed-methods approach was adopted with a quasi-experimental design that included a pretest, a five-session asynchronous instructional sequence, and a posttest, along with a Likert-scale student perception survey structured in four dimensions. The study involved 22 intentionally selected students from Unidad Educativa Fiscomisional Santa María del Fiat, in Santa Elena, Ecuador, during the 2024–2025 academic year. Quantitative analysis, using a paired-sample t-test with unequal variances, showed no statistically significant differences between the pretest and posttest (p = 0.2313). However, qualitative findings reflected a positive perception of the intervention, with high scores in content comprehension, interest, applicability, and self-efficacy. These results suggest a favorable impact on students’ disposition toward mathematics and on the strengthening of logical-mathematical reasoning from an attitudinal and formative perspective.
Impacto de la gamificación en el aprendizaje de sistemas de ecuaciones 2x2 en décimo grado de una institución pública.
(2024) Joselyn Mindiola Alejandro; Gabriela Vaca Sigüenza; Dimas Geovanny Vera Pisco; Diego Sornoza-Parrales
Gamification is an educational methodology that integrates game-based mechanics and dynamics into formal learning environments, with the objective of enhancing motivation, fostering active participation, and improving academic performance. This study examined the impact of a gamified instructional sequence on the learning of 2x2 systems of equations among tenth-grade students at a public basic education institution in Ecuador. The research was underpinned by constructivist and sociocultural theoretical frameworks, which conceptualize learning as an active and collaborative process. A quasi-experimental design was employed, involving pretest and posttest assessments administered to a sample of 16 students. The implemented activities—Equation Battle, Equation Bingo, and Mathematical Race—were evaluated using multiple-choice assessments and observation rubrics. The results, analyzed through descriptive and inferential statistics,revealed an improvement in performance following the intervention, with mean scores rising from 5.8 on the pretest to 6.8 on the posttest, and a p-value of 0.051. Although this result is not statistically conclusive, it suggests a potentially positive effect of the intervention. Furthermore, increased student engagement and a more favorable attitude toward mathematics were observed. It is concluded that gamification represents an effective pedagogical alternative for strengthening the learning of algebraic content, particularly in public educational contexts characterized by methodological constraints. It is recommended that educators incorporate playful strategies into instructional practices, receive training in the application of gamified resources, and that future research be conducted with larger samples and across varied educational levels.
Propuesta de implementación de una plataforma digital para potenciar las ventas y mejorar la productividad en la empresa Manandes Cía. Ltda.
(2024) LARA VALDEZ NICOLE; VASCONEZ CABRERA CIELO
El proyecto se enfoca en la aplicación de instrumentos tecnológicos como aplicaciones móviles, sitios web y plataformas digitales optimizando la experiencia del usuario, disminuyendo gastos y potenciando la competitividad de la empresa.
Propuesta de Implementación de un Sistema de Mejora Integral para Optimizar el Proceso de Inscripción y Registro de Información Estudiantil en la Academia Sagrado Corazón
(2024) GUALAN CUENCA ISRAEL ALEJANDRO
El proyecto se centra en la implementación de Google Forms + Google Sheets como una solución tecnológica eficiente y accesible para digitalizar los procesos de matrícula en el CFAP Sagrado Corazón. Este enfoque tiene como objetivo optimizar la gestión administrativa, mejorar la experiencia de los estudiantes y el personal administrativo, reducir costos y posicionar al CFAP como un modelo de innovación en el ámbito educativo artesanal.
Propuesta de Implementación de Controles de Calidad y Estrategias de Valor Agregado para Fidelizar el Mercado Europeo en Grupo Alamar
(2024-12-28) ENDERICA MOLESTINA FEDERICO JOSE; GUADAMUD AGUILAR KIMBERLY YOMIRA
Grupo Alamar, especializado en la exportación de camarón, enfrenta problemas de no conformidades en su producto destinado al mercado europeo. La solución propuesta incluye controles de calidad y diversificación del producto hacia camarón con valor agregado, optimizando procesos y mejorando la relación con sus clientes.
Propuesta de Implementación de un Sistemas de mejora en la Gestión de Calidad para la Expansión y Distribución de Productos de Helado Amazónico a Nivel Nacional
(2024-12-28) Danaely Sharon Delgado Nuñez; Agustín Ignacio Junco Vaca
Helado Amazónico es una empresa ecuatoriana dedicada a la producción y comercialización de helados artesanales. Actualmente, enfrenta limitaciones logísticas que restringen su expansión nacional. Nuestro análisis sugiere que la implementación de un sistema logístico eficiente es la mejor alternativa para mejorar la distribución y optimizar los costos operativos.
Plan de Expansión Económica 2025 para Distribuidora Echeverría S.A.
(2024-12-28) CASTILLO BAZURTO KATTY; PILOZO PILOZO FREDDY
Distribuidora Echeverría es una de las distribuidoras de aluminio, vidrios y derivados para la elaboración de ventanas, puertas, perchas, etc. vendiendo a emprendimientos, negocios populares o clientes en general de la ciudad de Milagro. Pese a que tiene 12 años dentro del comercio, no ha logrado tener un crecimiento, estancando el negocio. Dada la crisis del país la distribuidora abrió la oportunidad para crear un plan de expansión basado en sus principales debilidades.
Implementación de un sistema de gestión de calidad a los procesos internos para mejorar la productividad en el centro comercial Big Daddy importadores.
(2024-12-28) BUESTAN ORTEGA MONICA CAROLINA; BUESTAN ORTEGA PAUL ANTONIO
El centro comercial busca optimizar sus procesos internos, con el objetivo de mejorar su productividad mediante la estandarización de los mismos. Esto permitirá al centro comercial convertirse en un referente local.
Propuesta de implementación de una nueva línea de negocio de urnas verdes en el Camposanto Parque de la Paz
(2024-12-28) BECERRA CHAVEZ MELISSA ANDREA; ROMERO TERAN JOSE MARTIN
Parque de la Paz, empresa funeraria líder en Ecuador, busca diversificar su oferta con urnas decoradas con vegetación, un producto sostenible e innovador que responde a la creciente demanda de opciones ecológicas y personalizadas, reforzando su compromiso con la calidad y la innovación.

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