Elaboración y Utilización del aula virtual educativa en la asignatura de Matemática para desarrollar la Inteligencia Lógica- Matemática de los estudiantes de Noveno Básico "C" y "D" de la Unidad Educativa Salesiana "Santo Tomás Apostol", provincia de Chimborazo, cantón Riobamba durante el período Académico 2013-2014
This investigation is a comparative study between using and not using the virtual classroom for the development of the logic - mathematical in ninth grade students parallel "C" and “D” of " Unidad Educativa Santo Tomás Apóstol " and shows how virtual classroom helps to potentiate...
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| Formato: | Tesis de Maestría |
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Riobamba: Universidad Nacional de Chimborazo, 2015
2016
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| Acceso en línea: | http://dspace.unach.edu.ec/handle/51000/2541 |
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| Sumario: | This investigation is a comparative study between using and not using the virtual classroom for the development of the logic - mathematical in ninth grade students parallel "C" and “D” of " Unidad Educativa Santo Tomás Apóstol " and shows how virtual classroom helps to potentiate the logical thinking - applying mathematical support, exercises, games and additional activities presented in the virtual classroom. We worked in two groups: freshmen parallel Basic Education "C" belong to the quasi - experimental and the parallel “D” belongs to the control group. To determine how this affects the use of a virtual classroom in the logical - mathematical part of the subject of mathematics, in the Quasi-experimental group applied the virtual classroom in the teaching - learning, while the control group applied traditional means. For the verification of research hypotheses used the chi square difference and correlation ratios, as they try to compare the incidence of non-implementation and implementation of virtual classroom to improve mathematical logical thinking. After analyzing the results it has been established that significant differences exist between the level of mathematical logical development of the students who used the virtual classroom and students who did not, since the virtual classroom allows math class is developed so that the student construct their own knowledge and thus activate their intelligence form allowing the student skills Be, Know and Do for the virtual classroom led to that the teaching-learning process is dynamic, and the teacher put to the side being a mere transmitter of knowledge and became a facilitator, guiding students, developing in them valid and meaningful learning as the use of virtual classroom resource that can be used at the time and space that the student has either inside or outside the institution and allows strengthen their knowledge in their free time. |
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