Herramienta pedagógica basada en el desarrollo de una aplicación informática para la mejora del aprendizaje en matemática avanzada

Abstract

El estudio dinámico de los métodos iterativos ha aumentado en las últimas décadas debido al desarrollo de los ordenadores, aspecto por el cual se ha visto la necesidad de incluir la enseñanza de estos métodos en los planes de estudio. En la actualidad, hay varios tipos de software cuya aplicación didáctica en las aulas es de gran utilidad, pero no se han diseñado atendiendo a las dificultades que los alumnos presentan en relación al aprendizaje de la dinámica de los métodos iterativos. Cabe, asimismo, destacar que no existe un software diseñado en exclusiva para la enseñanza de métodos iterativos y este hecho, junto con las dificultades encontradas por los alumnos en esta temática, ha llevado a que muchos de ellos no entiendan los conceptos *Agradecimientos: Este trabajo ha sido financiado parcialmente por el proyecto SENECA 20928/PI/

Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teachers

“…Studies support their use in the classroom depending on the available ICT resources [73,74]. It is up to the teacher to effectively incorporate them into the classroom and establish adequate curricular objectives [75]; however, much of the software used in teaching has not been designed to address the difficulties faced by math students [76].…”

“…Numerous empirical studies highlight the advantages of learning through Gamification to affect the motivation, autonomy, and digital competence of mathematics students [25,65,68,76]. In contrast, other authors argue that Gamification mainly stimulates extrinsic motivation, negatively affecting intrinsic motivation [66,77,78].…”

“…Numerous empirical studies emphasize that the advantages of learning through active methodologies affect the motivation, autonomy, and digital competence of mathematics students [25,65,68,76]. On the other hand, these methodologies can be integrated and complemented by expanding the pedagogical scope to improve the academic performance of students [78].…”

“…The rest of the items, VED, EDP, EAA, RPD, MTM of indicator B.2, RPD of indicator B.3, and FCW of indicator C.1, had little relevance. These results suggest that the general perception of the A.C. ofMelilla's mathematics teachers is that they consider themselves capable of adequately managing classroom dynamics, using digital resources to share educational information/content, employing software and educational platforms for teaching mathematics, and using digital tools for student evaluation/monitoring.Numerous empirical studies emphasize that the advantages of learning through active methodologies affect the motivation, autonomy, and digital competence of mathematics students[25,65,68,76]. On the other hand, these methodologies can be integrated and complemented by expanding the pedagogical scope to improve the academic performance of students[78].…”

Study of Local Convergence and Dynamics of a King-Like Two-Step Method with Applications

“…The dynamic behavior of iterative methods provides key information about its reliability and stability. In the past ten years, some studies related to dynamic characteristics have been presented [3,4,[6][7][8][9][10][11][12][13][14][15][16][17][18][19][20][21][22][23][24][25]. The main problem of this research is related to the fact that these families or methods have only one parameter, or even no parameters.…”