Implementación de Objetos Virtuales de Aprendizaje para la enseñanza de la multiplicación con estudiantes de séptimo grado de la UEIB “Provincia de Chimborazo”

Abstract

The objective of this Curriculum Integration Work (TIC) was to create virtual learning objects (VLO), for the teaching-learning of the basic operation of multiplication with 7th grade students of the Bilingual Intercultural Educational Unit (UEIB) "Chimborazo Province", where the shortcomings in the area of Mathematics were observed in times of the COVID-19 pandemic, for this, the Japanese method was integrated into these OVAs, which were developed on digital platforms and web tools 2.0. The pre-professional practices were carried out in virtual mode due to confinement and school closure, as a result of the national and global health emergency caused by COVID-19. The study focused on supporting the learning process of multiplication, since it is here where it was shown that students had greater difficulties in the area of mathematics. The research methodology was qualitative with an ethnographic research design, inspired by action research. The participants were the 7th grade students of the UEIB "Chimborazo Province", for them virtual objects were made for teaching the operation of multiplication, with the theme "Multiplication of natural numbers", from unit 37 of the curriculum. kichwa; this was done using the Filmora application for editing these virtual objects. The instruments for collecting information were a diagnostic knowledge test, an observation guide, a questionnaire to assess the application of virtual objects, using the Educaplay application, and a final test to determine the results obtained. In the application of the diagnostic test, inconveniences were reflected when solving the multiplication operation, for this reason the OVAs were applied with the integration of the Japanese method to support the teaching of this operation; the results that were achieved with the application of this method were significant, this could be seen in the checklist, since 26/30 students had an improvement when solving the multiplication operation, which represents 87% of progress, but there is still a small group that still does not achieve the required learning domain, so it was suggested that the teacher continue to use these digital resources to complement and strengthen the content taught in class. In addition, with the integration of a striking and innovative method (Japanese method) they managed to learn multiplication in a better way, managing to enrich the teaching-learning process in face-to-face and virtual modalities.