Gestión de un ambiente de aprendizaje mediado por Scratch para el fortalecimiento de la competencia, formulación y resolución de problemas en contextos de adición de números enteros.

Abstract

The research presented investigates the influence of the management of a learning environment mediated by the Scrath programming language in the strengthening of the problem formulation and execution competence in integer numbers. For this purpose, the students' performance levels are analyzed in 4 learning evidences: recognizes the Cartesian plane as a two-dimensional system that allows locating points as a graphic or geographic reference system, uses calculation procedures to solve problems involving addition of integers, interprets statistical information that requires the use of integers, and uses different strategies to solve equations with integers in daily contexts. The research has a varied, quasi-experimental approach. It was developed with a population of 156 students from the municipality of La Paz, taking a purposive sampling of 58 eleventh grade students from the I.E. San José, forming a control group and an experimental group. Both samples were subjected to pre-test and post-test. Just the experimental group participated in the learning environment characterized by teamwork, problem solving and the use of Scratch. The experimental group obtained favorable results in the post-test, while the control group did not evidence significant variations. At the end of the implementation stage, a test of goodness of adjustment is applied. A Kolmogorov-Smirnov test was used to find parametric data. Once the implementation stage is finished, the Hypothesis validation process is carried out with the Student's "t" test. Taking into account a level α = 0.05, it is inferred that, in the Post test, for the control and experimental groups there is a variation significant in the results. Therefore, the alternate hypothesis is accepted. In conclusion, the experimental group scores higher than the control group.