MAESTRIA EN PEDAGOGÍA
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Item AULA INVERTIDA INTELIGENTE EN EL APRENDIZAJE DE MATRICES EN ESTUDIANTES DE SEGUNDO BACHILLERATO(2025-09-11) DAILY DAISY AGUIRRE VINCES; GUILLERMO ANDRADE ORTEGA; VIVIANA FABIOLA PINOS MEDRANOThe study aimed to evaluate the effectiveness of the intelligent flipped classroom methodology in strengthening the learning of matrices among second-year high school students at Unidad Educativa Particular Nueva Era, in Vinces, Ecuador. It was conducted under a mixed-methods approach with a quasi-experimental pretest–posttest design, complemented by a descriptive qualitative component. The sample, selected through purposive sampling, consisted of 30 students. Data were collected through a diagnostic test, a Likert-scale questionnaire, a structured observation guide, and semi-structured interviews. The pretest results showed an overall average of 6.28 out of 10, indicating a low initial level of conceptual understanding of matrices. After implementing the intelligent flipped classroom strategy, supported by audiovisual resources created with Manim and managed through the institutional platform Idukay, an increase was observed in students’ motivation, autonomy, and academic performance. The triangulation of quantitative and qualitative data confirmed a significant improvement in conceptual understanding and in students’ active participation. It is concluded that the intelligent flipped classroom constitutes an effective pedagogical alternative for teaching abstract mathematical content, as it integrates technological resources and active learning strategies that foster meaningful and autonomous learning.Item IMPACTO DE UNA PROPUESTA INTEGRAL CON HERRAMIENTAS DINÁMICAS Y MANIPULATIVAS EN EL APRENDIZAJE DE LA GEOMETRÍA EN EDUCACIÓN BÁSICA SUPERIOR.(2025) SILVIA PAOLA CAMACHO SARITAMA; ALEXIS FABIAN MAYORGA TRUJILLO; VIVIANA FABIOLA PINOS MEDRANOThe study presents the results of an experimental design based on a didactic proposal that integrates the use of dynamic digital tolls specifically GeoGebra together with manipulative materials in the teaching and learning of geometry among tenth-grade students of Upper Basic Education at Unidad Educativa Fiscomisional “Sagrado Corazón” in Piñas, El Oro Province, Ecuador. The research employed a mixed, quasi-experimental design with a control group and an experimental group following a pretest–intervention–posttest structure. When comparing spatial visualization, geometric reasoning, and figure interpretation, the experimental group showed considerable improvements (average increase of 19.1% in spatial visualization, geometric reasoning, and figure interpretation compared to the control group, p < .05). Notably, students’ motivation, engagement, and attitudes toward the subject improved positively. The findings indicate that this integrated framework of manipulative and technological resources supports more meaningful learning, promotes conceptual understanding, and enhances students’ geometric thinking. This research provides valuable pedagogical standards for teachers seeking to incorporate innovative methods in classrooms with limited resources, thereby contributing to improved geometry instruction and the development of mathematical competencies in the local school context.Item IMPACTO DE LAS METODOLOGÍAS ACTIVAS SOBRE EL RAZONAMIENTO NUMÉRICO-ABSTRACTO Y LA MOTIVACIÓN HACIA LAS MATEMÁTICAS EN ESTUDIANTES DE BACHILLERATO(2025-09-11) MARÍA GABRIELA BARRERA REA; VIVIANA FABIOLA PINOS MEDRANOThe present study aimed to determine the impact of active methodologies on numerical-abstract reasoning and motivation toward mathematics in high school students. A quantitative approach with a quasi-experimental repeated-measures design was applied, implementing cooperative, playful, and problem-based activities over a ten-week period. The study involved 117 students from the first, second, and third years of high school at a private educational institution in Milagro, Ecuador, within the framework of a university outreach program. Data collection included a diagnostic test, three intermediate workshops, and a final assessment to measure performance, along with Likert-type questionnaires to evaluate motivation and satisfaction. Statistical analysis, conducted in R Studio, included normality tests, repeated-measures ANOVA, and Pearson correlations. The results showed steady progress in numerical-abstract reasoning across all levels, with significant improvements within each group. Although no differences were observed between grades, motivation displayed a positive correlation with final performance, confirming the favorable effect of active methodologies on learning and students’ attitudes toward mathematics.Item Impacto del material lúdico en el proceso de enseñanza - aprendizaje de ecuaciones de primer grado frente al método tradicional en estudiantes de Primero de Bachillerato(2025-09-11) BOLÍVAR MODESTO SANTANDER RUIZ; INÉS ROCÍO MOROCHO YUNGA; VIVIANA FABIOLA PINOS MEDRANOThe general objective of the research was the implementation of playful material for the teaching–learning process as an innovative didactic strategy for the topic of first-degree equations at the first-year Baccalaureate level, comparing its results with those of the traditional instruction method. The results revealed a significant improvement with the playful approach, which showed a positive and statistically relevant impact on both academic performance and the intrinsic motivation of first-year Agroecological Technical Baccalaureate students. The use of playful resources as concrete manipulative material facilitated the abstract conceptualization of variables and algebraic operations, promoting deep understanding rather than the memorization typical of the traditional model, as evidenced in students from the General Unified Baccalaureate. Specifically, a substantial improvement was observed in knowledge transfer and problem-solving among the experimental group. This result suggests that integrating the playful method into the mathematics curriculum—especially in units requiring a high degree of abstraction—optimizes both the assimilation process and students’ attitudes toward the subject, positioning playful material as a more pedagogically effective didactic mediator compared to the inherent limitations of the traditional approach in first-year BaccalaureateItem Efecto del aprendizaje basado en problemas matemáticos contextualizados sobre el rendimiento y la motivación en estudiantes de educación secundaria(2025-09-11) KLEBER ANDRÉS MORA GUEVARA; VIVIANA FABIOLA PINOS MEDRANOThis study examines the impact of Contextualized Problem-Based Learning (PBL) on students’ mathematical achievement and motivation in secondary education. A mixed-method, quasi-experimental design with pre-test and post-test measures was applied to a sample of 60 Ecuadorian students, equally divided into experimental and control groups. The ten-week intervention incorporated real-life mathematical problems drawn from students’ local socio-economic environment—such as family budgeting, neighborhood commerce, and urban transportation—designed according to Pólya’s heuristic framework and grounded in Ausubel’s meaningful learning theory and Vygotsky’s sociocultural constructivism. Findings revealed statistically significant improvements in the experimental group compared to the control group (t(58) = 4.92, p < .001; d = 1.24), with substantial gains in mathematical reasoning, intrinsic motivation, and self-regulation (d = 1.10). Students engaged in contextualized PBL also showed notable progress in higher-order cognitive levels of Bloom’s taxonomy—particularly analysis, evaluation, and creation—along with enhanced mathematical argumentation and metacognitive awareness. Qualitative analysis highlighted increased contextual relevance, cognitive autonomy, and self-efficacy among participants. Overall, the results demonstrate that contextualized PBL is an effective and transformative pedagogical strategy that strengthens critical thinking, motivation, and mathematical understanding in secondary education. The study provides valuable empirical evidence for the innovation of mathematics teaching in Latin American educational contexts and contributes to the global discussion on active learning methodologies.Item IMPACTO DEL APRENDIZAJE BASADO EN JUEGOS (ABJ), DISEÑADO CON PRINCIPIOS DUA, PARA LA ENSEÑANZA DE GEOMETRÍA A ESTUDIANTES NEURODIVERGENTES DE EDUCACIÓN GENERAL BÁSICA SUPERIOR.(2024) LOURDES ROCIO ALVAREZ VILLACIS; VIVIANA FABIOLA PINOS MEDRANOTraditional geometry instruction presents significant barriers for neurodivergent students (ADHD, ASD), perpetuating low performance and mathematical anxiety. The objective of this research was to evaluate the impact of a pedagogical intervention integrating Game-Based Learning (GBL) and Universal Design for Learning (UDL) principles on the academic performance and intrinsic motivation of neurodivergent students in Basic High School. A mixed-methods approach with a nested concurrent quasi-experimental (pretest-posttest) design was employed, where a sample (n=16) of neurodivergent students was divided into an experimental group (n=11), which used the GBL+UDL intervention via the Genially platform, and a control group (n=5). The ANCOVA results revealed a statistically significant increase in the experimental group's academic performance (F(1, 13) = 113.81, p <.001, ηp² =.898). Likewise, this group reported higher levels of interest and perceived competence, and a drastic reduction in pressure and tension (p <.001), as measured by the Intrinsic Motivation Inventory (IMI). Qualitative thematic analysis explained these findings, revealing that the intervention reconfigured the student's relationship with error and fostered autonomy. It is concluded that the GBL+UDL synergy is an effective, validated pedagogical model that dismantles affective and cognitive barriers, promoting inclusive learning.Item Impacto de una estrategia de gamificación mediada por Genially en el aprendizaje de ecuaciones lineales en Educación Básica Superior.(2025-09-11) JORGE EDUARDO PUJOS CHIMBORAZO; JESSICA CAROLINA PÉREZ YAMBAY; VIVIANA FABIOLA PINOS MEDRANOThis study aimed to evaluate the impact of a gamification strategy mediated by the Genially platform on the learning of linear equations among tenth-grade students at The British School in Riobamba. The research stems from the need to incorporate innovative methodologies that address the persistent challenges associated with the learning of algebraic thinking, a topic that traditionally presents considerable difficulties in mathematics education. A mixed-methods quasi-experimental design was conducted, consisting of an experimental group and a control group. Quantitative and qualitative instruments—including academic tests, classroom observations, and semi-structured interviews—were applied to obtain a comprehensive view of the learning process. The results revealed a significant improvement in academic performance within the experimental group (Δ=2.2), with a normalized gain of 0.68 and a large effect size, demonstrating the effectiveness of the gamified strategy. Additionally, students expressed highly positive perceptions of the methodology, emphasizing active participation, intrinsic motivation, and continuous feedback provided by the Genially interactive environment. In conclusion, Genially-based gamification emerges as an effective pedagogical approach to foster meaningful learning of linear equations, enhance student motivation, and enrich the overall educational experience in mathematics classrooms.