This paper presents a set of 3 mobile applications where derivative concept is analyzed through everyday life examples of rate of change and optimization. Augmented reality and GeoGebra were used as computational tools. In the applications test, a sample of 30 students formed the control group (GC) and 30 student formed the study group (GE). Both have been applied the same initial and final questionnaire. The GE used the applications on their mobile devices, while the GC worked the same subject without them during 1 hour and a half in 5 sessions. Results for both groups in initial and final evaluation mean results on 2.08 to 3.30 and 2.58 to 7.47 for GC and GE respectively. Applying F test, a statistically significant difference in increase was found (p <0.002). This results showed that GE identified the concept of derivative and correctly applied that concept to real problems solving correctly 74% of the final questionnaire, so it is concluded that these activities supported mobile devices open a new way in educational research.
This article describes the technological and educational factors involved in the development of the educational software proposal named Dwarfs and Giants, which is expressed as a Virtual Environment of Learning developed under the standard Sharable Content Object Reference Model in its version 1.2. This tool lends a helping hand to the teacher in the classroom. It has activities, according to the studying plan of the Secretaría de Educación Pública in Mexico. To strengthen the topics of ratio and proportion in students of the sixth grade of elementary school. The VLE was tested and used by a group of 28 students in the sixth grade of elementary school during 8 sessions, once every week. As field research these students answered some initial questions before using the software and answered some more questions at the end. Meaningful attainments were obtained and these are shown in the information given by the teacher in charge of the group and related to the raising of the grade in the mathematics exams from various students. There was an increase in the final evaluation compared to the initial one (43.2% to 73.2%). When applying the test t-student, a statistically meaningful difference was observed (p<0.005), that is why the VLE is considered to have had profound positive impact on the students' learning.
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