EL USO DE LAS TECNOLOGÍAS DEL APRENDIZAJE Y EL CONOCIMIENTO EN TAREAS DE CÁLCULO ARITMÉTICO EN EDUCACIÓN PRIMARIA
DOI:
https://doi.org/10.25112/rco.v2.3019Palavras-chave:
EVAMAT, Sentido numérico, Aprendizaje aritmético, Cálculo aritmético, Aplicaciones TACResumo
La importancia de estimular las actividades matemáticas en el alumnado utilizando herramientas tecnológicas y manipulativas, está ligada a una mejora en el rendimento. La introducción de las aplicaciones TAC en la enseñanza de las matemáticas ha supuesto una posibilidad de utilizar distintos registros de representación y transformaciones, que facilitan la conexión necesaria para el razonamiento durante el proceso de aprendizaje. El objetivo de esta investigación es analizar si el rendimiento en tareas de cálculo aritmético mejora en los estudiantes que han utilizado aplicaciones educativas diseñadas específicamente para el aprendizaje aritmético. Para ello se ha realizado una intervención experimental con una muestra de 575 estudiantes, de los cuales a 270 se les asignó la condición de experimental y a 305 de control. Todos ellos fueron evaluados antes y después de la intervención con el Test Evamat (GARCÍA et al., 2013). El programa se fundamentó en el uso de aplicaciones dentro del ámbito del cálculo aritmético con una duración de 28 semanas. Como resultado, se obtuvo un efecto estadísticamente signitivativo en las habilidades de cálculo de los estudiantes con condición experimental. Estos resultados sugieren que los docentes pueden considerar la integración del software en tableta como una herramienta eficaz en las rutinas diarias, siempre que implique un desarrollo curricular contextualizado e integrado y que las aplicaciones educativas cumplan con unos requisitos de diseño específicos.
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