Diseño de una propuesta didáctica innovadora para la enseñanza y el aprendizaje de conjuntos

The theory of sets is integrated into various fields of mathematics, and its mastery provides the foundation for understanding and constructing other more advanced branches. Additionally, it can contribute to other sciences in an interdisciplinary or multidisciplinary manner. This knowledge should be imparted from the most basic levels of learning to establish a connection between intuitive and abstract knowledge. In this regard, the teaching and learning process in which this knowledge is developed is complex because the resources and teaching techniques employed are traditional and do not meet the variety of needs that students have in this new digital era. Based on the foregoing, the objective of this article is to develop a didactic proposal that incorporates GeoGebra Applets as educational resources to facilitate and improve the teaching and learning process of set theory. These Applets, as didactic resources, promote experimentation and the intuitive as well as abstract association of set operations and combinations among them. The main results that can be derived include active and collaborative student learning, leading to meaningful learning. It is concluded that didactic proposals incorporating these resources must be congruent with contemporary educational demands and be linked to the specific interests and needs of students. The implementation of the proposal is facilitated by the versatility of the dynamic Applets presented in this study, opening up the possibility of adopting a gamification approach in future research.La teoría de conjuntos está integrada en varios campos de las matemáticas y su dominio proporciona las bases para la comprensión y construcción de otras ramas más avanzadas. Además, puede aportar a otras ciencias de forma interdisciplinaria o multidisciplinaria. Este conocimiento se debe impartir desde los niveles más básicos del aprendizaje para que se produzca la conexión entre el conocimiento intuitivo con el abstracto. En este aspecto, el proceso de enseñanza y aprendizaje en el que se desarrolla este conocimiento es complejo debido a que los recursos y las técnicas de enseñanza empleadas son tradicionales y no responden a la variedad de necesidades que tienen los estudiantes en esta nueva era digital. Con base a lo expuesto, el objetivo de este artículo es desarrollar una propuesta didáctica que incorpore Applets GeoGebra como recursos educativos que faciliten y mejoren el proceso de enseñanza y aprendizaje de la teoría de conjuntos. Estos Applets como recursos didácticos, promueven la experimentación y la asociación tanto intuitiva como abstracta de las operaciones de conjuntos y combinaciones entre ellas. Los principales resultados que pueden derivarse incluyen el aprendizaje activo y colaborativo de los estudiantes, lo que redunda en aprendizaje significativo. Se concluye que las propuestas didácticas que incorporen estos recursos deben ser congruentes con las demandas educativas contemporáneas y se vinculen con los intereses y necesidades específicas de los estudiantes. La implementación de la propuesta se ve favorecida por la versatilidad de los Applets dinámicos presentados en este estudio, lo que abre la posibilidad de adoptar un enfoque de gamificación en futuras investigaciones

Exploring the Impact of the Khan Academy Digital Platform on Elementary Students\u27 Anxiety and Problem-Solving Skills During the post Covid-19 Pandemic.

The Covid-19 pandemic forced significant educational process changes, shifting the emphasis from traditional in-person instruction to online learning. This study analyzes the impact of the Khan Academy Kids learning application on elementary students\u27 anxiety and problem-solving skills in the aftermath of the pandemic. The study explores the efficacy of digital games, essential crisis-related knowledge and skills, as well as the usefulness of various digital learning strategies for elementary school students. A mixed-method research approach was used to answer the research questions. The Constructivist Learning Theory and Scaffolding Theory of Learning were used as conceptual frameworks in the research. The study found the Khan Academy Kid app enhances students\u27 engagement, teamwork, and problem-solving abilities. Results imply that adaptability, problem-solving skills, resilience, and emotional stability are vital in a crisis. Although the platform may reduce anxiety and positively impact student engagement, it struggles to address complex forms of anxiety, underscoring a need for enhanced anxiety management solutions