Assessment of Scratch in the adaptive learning of mathematics of students in the eighth year of basic education
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Abstract
The present study justifies the need to explore the impact of technological tools such as Scratch on mathematical learning, given the growing interest in innovative educational methodologies. The introduction states that the integration of digital technologies in education can improve students' understanding and performance in mathematics. The objectives focused on evaluating students' perception of Scratch and its relationship with adaptive learning. The methodology included surveys applied to 81 students, analyzing dimensions such as learning effectiveness, content personalization, motivation and commitment, and challenges and barriers. The main results indicate that a high percentage of students positively value the use of Scratch, with 82.7% willing to participate more actively in class and 76.5% reporting improvements in their mathematical performance. However, technical challenges were identified that affect a significant portion of students. Spearman's correlation showed a strong positive relationship (r = 0.852, p < 0.01) between the assessment of Scratch and adaptive learning, suggesting that positive perceptions about the tool can improve the adaptability and effectiveness of learning. In conclusion, Scratch is presented as a valuable tool to improve performance and participation in mathematics, although it is crucial to address the technical challenges and provide the necessary support to maximize its effectiveness. This study highlights the importance of effectively integrating educational technologies to transform the learning experience and foster a more interactive and adaptive environment.
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Sharon de las Mercedes Cepeda-Triana , Universidad Bolivariana del Ecuador - Ecuador
https://orcid.org/0009-0003-3023-6938
I am an electrical engineer and I specialize in carrying out electrical projects. Currently, I am pursuing a master's degree in pedagogy focused on technical and professional training. Additionally, I work as a mathematics teacher in higher basic education. This experience has allowed me to develop a scientific article on the assessment of Scratch in mathematics teaching.
Juan Eduardo Anzules-Ballesteros , Universidad Bolivariana del Ecuador - Ecuador
https://orcid.org/0000-0003-1926-2492
I have a degree in Educational Sciences with a major in Computer Science and a master's degree in Marketing, specialized in digital management. I have experience in teaching activities, focusing on the Project Based Learning (PBL) methodology.
Wellingon Isaac Maliza-Cruz , Universidad Bolivariana del Ecuador - Ecuador
https://orcid.org/0009-0005-1426-583x
I am an electrical engineer with a specialization in electronics, a master's degree in mathematics with a mention in mathematical modeling and a doctor in administrative sciences. I have experience in teaching both at the technological and university level.
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