Uso de las Inteligencias artificiales como auxiliar y apoyo en clases de física y matemáticas en la Institución Educativa Ortún Velasco.

Abstract

Mathematics and Physics education at the Institución Educativa Ortún Velasco faces specific challenges, particularly the understanding of abstract concepts and the development of applied skills, within a context marked by technological and economic limitations. Results from national SABER 11 tests and internal evaluations reveal significant dispersion in students’ academic performance, highlighting gaps in the comprehension and application of advanced content in these areas. To address this problem, the project focused on integrating Artificial Intelligence (AI) as a pedagogical support tool to reduce these gaps, facilitate conceptual understanding, and foster a more accessible and meaningful learning process. The general objective was to implement AI as a support tool in the teaching of Mathematics and Physics to improve students’ comprehension and motivation in 10th and 11th grades. To achieve this, a didactic proposal was designed based on principles of meaningful learning and constructivism, supported by instructional guides, preliminary consultations, practical workshops, and continuous teacher guidance. The methodology followed a mixed approach, both quantitative and qualitative, and included phases such as diagnostic and final assessments, training in the use of AI, the creation of didactic material supported by technological tools, guided question sessions, experimental activities, and conceptual socialization dynamics. The results show significant progress in students’ academic performance, reflected in higher averages in three out of four groups and a reduction in score dispersion, which indicates greater equity in learning. In conclusion, the project shows that integrating AI into teaching Math and Physics in rural areas effectively enhances learning and fosters critical thinking, creativity, and collaboration.