Impacto de un OVA basado en matemáticas modernas para el aprendizaje de geometría en grado decimo de la I.E. Escuela Normal Superior de Manatí.

Abstract

This research aimed to evaluate the impact of a Virtual Learning Object (VLO), based on the principles of modern mathematics, on geometry learning in tenth-grade students at the Escuela Normal Superior de Manatí Educational Institution. The study arose from the difficulties students demonstrated in processes related to geometric reasoning, spatial visualization, understanding of geometric transformations, and analysis of relationships between figures. It also stemmed from the identification of traditional pedagogical practices that limit the development of logical-spatial thinking, coupled with insufficient use of available technological infrastructure. The research was conducted using a qualitative approach within the socio-critical paradigm and the Educational Action Research (EAR) design, allowing for an understanding of how students construct and interpret geometric learning mediated by interactive digital tools. The population consisted of students from high school at the institution, while the sample comprised tenth-grade students selected through nonprobability convenience sampling, taking into account their direct participation in the research process. For data collection, techniques and instruments such as pre-tests, post-tests, and Likert-type surveys were used, aimed at identifying initial difficulties, analyzing transformations in learning processes, and understanding students' perceptions of the digital resource. In this regard, the G-Math-Go Learning Object (LO) was designed and implemented, conceived as an interactive pedagogical tool aimed at strengthening geometric learning through dynamic activities, visual representations, and exercises focused on congruence, similarity, and geometric transformations. The findings obtained demonstrated progress in geometric understanding, especially in processes related to spatial visualization, interpretation of geometric relationships, and recognition of transformations in the plane. Furthermore, the students expressed a favorable perception of the use of the Learning Object (LO), highlighting aspects related to interactivity, visual comprehension, dynamism, and ease of use. Consequently, the research recognized the pedagogical value of Learning Objects in geometry teaching, demonstrating that the incorporation of interactive digital resources fosters more dynamic, participatory, and student-centered learning experiences.