The main objective of the research is to analyze the cognitive attributes offered by Information and Communication Technologies to promote mathematical software as a model of teaching and learning. In the study, the software was used as a motivating didactic resource for the construction of meaningful learning. One hundred students of the first semester of Universidad Iberoamericana of Ecuador participated in this research. For the selection of the sample it was applied a nonprobabilistic participatory type technique. The study was developed according to the approach of mixed methods of sequential explanatory design. The researcher organized the article in two phases: the first phase was quantitative. Quantitative results were obtained by applying a questionnaire to the students. The data demonstrated the need for change in university mathematics education. For students in the first semester, it was implemented the Wiris and Geogebra operational program during the qualitative phase. Moreover, the observation guide made it possible to collect qualitative information. The results of both phases were joined through the triangulation method. In conclusion, it is proposed the use of software as a model of teachinglearning process. It is highlighted the importance of active group knowledge sharing.
This study focuses on the importance of implementing guidelines to strengthen positive attitudes towards the study among students at Universidad Iberoamericana del Ecuador (UNIB.E). The teaching action-research was used to respond to the situation detected. Twenty-two students were the key informants. The information was also collected through the observation and survey process, which revealed technical difficulties in maintaining interest in the study. In this order of ideas, they are considered necessary the different processes framed in the planning and execution of diverse strategies that project the motivation towards the study. In the development of the different actions applied, it is carried out an evaluation to measure the achievements obtained in order to give greater objectivity and productivity in the fulfillment of the objectives proposed in the present study. Therefore, it is clear that the apathy of students for academic activities is due to the lack of appropriate strategies because these are not meaningful to them. That means, they do not awaken the motivation to generate the necessary interest to develop positive attitudes towards the study.
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