Implementación de una aplicación información app de matemáticas para estudiantes de Básica Superior de la Escuela de Educación Básica Particular Ciudad de Jerusalén
DOI:
https://doi.org/10.53591/minerva.v6i10.2286Keywords:
Aplicación educativa, matemáticas, Aprendizaje colaborativo, Tecnologías de la educación, EducaciónAbstract
This paper aims to analyze the implementation of a mobile educational application for mathematics learning in 8th, 9th, and 10th-grade students at the Escuela de Educación Básica Particular Ciudad de Jerusalén. The methodology followed three phases: customizing the app with content aligned to the official curriculum, training teachers to integrate the tool into their lessons, and continuous tracking of student progress through the platform’s reports. The results showed that consistent use of the app contributed to improved understanding of complex mathematical concepts, particularly in algebra and geometry. However, some students faced initial challenges in adapting to the technology, highlighting the importance of continuous support. In conclusion, the implementation of this technological tool in the educational process represents an effective strategy to strengthen mathematics learning, though its success depends on ongoing teacher training and proper student support.
References
Anderson, C. A. (2004). An update on the effects of playing violent video games. Journal of Adolescent Health, 35(2), 50-60. https://doi.org/10.1016/j.jadohealth.2004.05.004
Anderson, C. A., & Dill, K. E. (2000). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life. Journal of Personality and Social Psychology, 78(4), 772-790. https://doi.org/10.1037/0022-3514.78.4.772
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26. https://doi.org/10.1146/annurev.psych.52.1.1
Boudah, D. J. (2019). Conducting Educational Research: A Guide for Practitioners. SAGE Publications.
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (3rd ed.). Wiley.
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). SAGE Publications.
Dewey, J. (1938). Experience and education. Macmillan.
Fong-Silva, W., Taron-Dunoyer, A., & Zabaleta-Mesino, R. (2019). Nuevo liderazgo organizacional para fortalecer instituciones universitarias débilmente acopladas según Weick. IPSA Scientia, revista científica multidisciplinaria, 4(1), 60-70. https://doi.org/10.25214/27114406.938
Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational Research: An Introduction (8th ed.). Pearson.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in entertainment, 1(1), 20-20. https://doi.org/10.1145/950566.950595
Hernández, R., Fernández, C., & Baptista, P. (2014). Metodología de la Investigación. McGraw-Hill/Interamericana Editores S.A. de C.V.
Herrmann, S. E., & Zopf, C. M. (2018). Game-based learning in education: The potential of gamification in improving educational outcomes. Routledge.
Jenkins, H. (2018). Convergence culture: Where old and new media collide. NYU Press.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379. https://doi.org/10.3102/0034654308323322
Linares Morales, J., & Geizzelez Luzardo, M. (2016). Políticas científicas y tecnológicas para la gestión del conocimiento en instituciones universitarias. IPSA Scientia, revista científica multidisciplinaria, 1(1), 10-17. Recuperado a partir de https://latinjournal.org/index.php/ipsa/article/view/889
Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. Cambridge University Press.
Mertens, D. M. (2015). Research and Evaluation in Education and Psychology: Integrating Diversity With
Piaget, J. (1972). The principles of genetic epistemology. Routledge.
Reeves, T. C., & Hedberg, J. G. (2003). Interactive learning systems evaluation. Prentice Hall.
Selwyn, N. (2016). Education and technology: Key issues and debates. Bloomsbury Publishing.
Smith, J. L., & McCormick, C. (2019). Digital tools in the classroom: Their effect on student motivation and performance. Educational Technology Research and Development, 67(2), 253-269. https://doi.org/10.1007/s11423-019-09620-1
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Willis, J. W. (2007). Foundations of qualitative research: Interpretive and critical approaches. SAGE Publications.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Bernardo Josue Encalada Escobar, Ernesto Isaac Encalada Escobar, Sarai Daiana Gonzaga Franco
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
