Diseño de un entorno virtual como metodología activa para el aprendizaje de factorización

Abstract

This research proposes the design of a virtual learning environment (VLE) as an active flipped classroom methodology for teaching factorization to tenth-grade students in general basic education. Conducted at an educational institution in Cuenca, Ecuador, the study adopts a mixed approach with a non-experimental, descriptive, projective, sequential, and longitudinal design, involving 69 participants, including 36 students, 4 teachers, and one authority. A quantitative method was applied to investigate the knowledge and use of active methodologies, such as problem-based learning, projectbased learning, cooperative learning, gamification, and flipped classroom. Additionally, pre-tests and post-tests were conducted in nine sessions to measure factorization learning. A qualitative method was then used through interviews with the vice principal and open-ended questions for teachers and students regarding their classes and their acceptance of a VLE. The results showed that students believe classes should be more dynamic and engaging, with increased use of technological resources and playful activities. It was also noted that students struggle to retain mathematical processes long-term. Teachers agreed on the need to change how classes are delivered to make them more motivating. Both students and teachers highlighted the importance of implementing a VLE as a supplement to face-to-face education. Finally, the VLE was designed using the platform xdeted.com, based on the ADDIE model, and structured into three main blocks: common factor, binomials, and trinomials, following a learning cycle of diagnosis, resources, construction, and application