Didactic Strategy Focused on B-Learning and Computational Thinking to Strengthen Mathematical Learning
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https://doi.org/10.37843/rted.v16i1.361
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Abstract
In recent years, computer programming has become more popular. Virtual learning platforms are used in various ways to teach and learn different subjects at different educational levels, giving rise to various initiatives for this purpose. This research aims to evaluate the effectiveness of a teaching method that emphasizes b-Learning and computational thinking and uses gamification and disconnected activities to help high school students in Tumaco learn to solve mathematical problems. It was based on a deductive method, positivist paradigm, quantitative approach, experimental design, quasi-experimental field type, and cross-section. Made up of a control group and an experimental group, framing a sample of 28 students, with diagnostic evaluation (pretest) and final evaluation (posttest) in which the comparisons in the performance of the planned activities are determined. The results achieved of this didactic strategy served as a technological instrument to strengthen the teaching-learning activities in mathematics. Therefore, it was evidenced that using this hybrid modality strategy with face-to-face, virtual, and computational thinking scenarios produced a stimulus that positively influenced the learning of mathematical skills and increased the students' motivation, where they were provided with simulators, programs, and digital educational resources in a playful, gamified, didactic, and interactive way; as a result, it made the learning process new and significant.
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