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.
The present study aims to describe the research skills of university professors at the Universidad Iberoamericana del Ecuador (UNIBE) through emotional intelligence. The research is focused on the quantitative paradigm, through a descriptive study of a population, which was represented by 35 full-time professors of the university. For the collection of data, a survey was applied as the technique, and as an instrument, a questionnaire was used to the teaching population, it is subdivided into the following variables: emotional self-knowledge, emotional self-control, and structured self-motivation. The Likert model is used for responding with a scale of 5 alternatives. To test the reliability of the instrument, a pilot test was applied, giving a value of 0.894 of the Cronbach alpha statistical coefficient. The scales present Kendall's coefficient of agreement presenting as similarity of variables with a value of p = 0.039, congruence (p = 0045), and tendentiousness (p = 0.035). In conclusion, it is established that research competencies are an attitudinal alternative that imply the understanding and transfer of knowledge, as well as emotional values oriented to significantly stimulate the research potential of a university professor. This shows difficulties in terms of the acquisition of research skills, referring to a set of knowledge, skills, behaviors, and values that teachers should use to face their daily academic lives.
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