Diseño de una aplicación web para el proceso educativo sobre el uso del logaritmo en el campo de las matemáticas financieras
DOI:
https://doi.org/10.17851/1983-3652.13.1.65-81Palavras-chave:
tecnología; enseñanza superior; ciencia de datos; TIC; aprendizaje automático.Resumo
Esta investigación cuantitativa tiene como objetivo analizar el impacto de la Aplicación web para el proceso Educativo sobre el Logaritmo (AEL) por medio de la ciencia de datos y el aprendizaje automático (regresión lineal). La muestra está compuesta por 29 alumnos que cursaron la asignatura Matemáticas Básicas en una universidad mexicana durante el ciclo escolar 2015. La AEL presenta el procedimiento matemático sobre el uso del logaritmo para calcular el tiempo (número de años) durante la solicitud de un crédito bancario. El modelo TPACK permite organizar la AEL por medio del conocimiento tecnológico (lenguaje de programación PHP), conocimiento pedagógico (estrategia de simulación) y conocimiento disciplinar (uso del logaritmo en el campo de las matemáticas financieras). Los resultados del aprendizaje automático con 50%, 60% y 70% de entrenamiento indican que la AEL influye positivamente la asimilación del conocimiento sobre el logaritmo, el desarrollo de habilidades matemáticas y la comprensión sobre los conceptos teóricos del logaritmo en el campo de las matemáticas financieras. Asimismo, la ciencia de datos identifica tres modelos predictivos sobre el uso de la AEL en el proceso de enseñanza-aprendizaje. Por último, la tecnología está transformando la interacción entre los contenidos escolares y estudiantes durante el Siglo XXI.
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Referências
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ALL, A.; PLOVIE, B.; NUÑEZ-CASTELLAR, E. P.; LOOY, J. V. Pre-test influences on the effectiveness of digital-game based learning: A case study of a fire safety game. Computers & Education, v. 114, p. 24-37, 2017.
AN, L. Application of Computer Technology in Aesthetic Education and Feature Analysis. International Journal of Emerging Technologies in Learning, v. 14, n. 14, p. 46-55, 2019.
BENZER, A. I.; YILDIZ, B. The effect of computer-aided 3d modeling activities on pre-service teachers’ spatial abilities and attitudes towards 3d modeling. Journal of Baltic Science Education, v. 18, n. 3, p. 335-348, 2019.
BIDARRA, J.; RUSMAN, E. Towards a pedagogical model for science education: bridging educational contexts through a blended learning approach. Open Learning: The Journal of Open, Distance and e-Learning, v. 32, n. 1, p. 6-20, 2017.
BRANTLEY-DIAS, L.; ERTMER, P. A. Goldilocks and TPACK: Is the Construct ‘Just Right?’ Journal of Research on Technology in Education, v. 46, n. 2, p. 103-128, 2014.
BRAY, A.; TANGNEY, B. Technology usage in mathematics education research - A systematic review of recent trends. Computers & Education, v. 114, p. 255-273, 2017.
CABERO, J.; BARROSO, J. ICT teacher training: a view of the TPACK model. Culture and Education, v. 28, n. 3, p. 633-663, 2016.
CENGIZ, C. The development of TPACK, Technology Integrated Self-Efficacy and Instructional Technology Outcome Expectations of pre-service physical education teachers. Asia-Pacific Journal of Teacher Education, v. 43, n. 5, p. 411-422, 2015.
DALAL, M; ARCHAMBAULT, L; SHELTON, C. Professional Development for International Teachers: Examining TPACK and Technology Integration Decision Making. Journal of Research on Technology in Education, v. 49, n. 3, p. 117-133, 2017.
FILIPPOU, J.; CHEONG, C.; CHEONG, F. A Model to Investigate Preference for Use of Gamification in a Learning Activity. Australasian Journal of Information Systems, v. 22, p. 1-23, 2018.
GALVIS, Á. H.; LÓPEZ, Y. Y; AARÓN, M. A. Learning from a transformation of pedagogical practices in master's degree courses in the hybrid mode of learning. Revista de Educación a Distancia, v. 58, n. 2, p. 1-35, 2018.
GÓMEZ, M. When Circles Collide: Unpacking TPACK Instruction in an Eighth-Grade Social Studies Classroom. Computers in the Schools, v. 32, n. 3, p. 278-299, 2015.
HOLBECK, R.; HARTMAN, J. Efficient Strategies for Maximizing Online Student Satisfaction: Applying Technologies to Increase Cognitive Presence, Social Presence, and Teaching Presence. Journal of Educators Online, v. 15, n. 3, p. 1-6, 2019.
HOUSTON, L. Efficient Strategies for Integrating Universal Design for Learning in the Online Classroom. Journal of Educators Online, v. 15, n. 3, p. 1-16, 2019.
HRICH, N.; LAZAAR, M.; KHALDI, M. MAPSS: An Intelligent Architecture for the Pedagogical Support. International Journal of Emerging Technologies in Learning, v. 14, n. 14, p. 19-30, 2019.
INFANTE-MORO, A; INFANTE-MORO, J.; GALLARDO-PÉREZ, J. The Importance of ICTs for Students as a Competence for their Future Professional Performance: the Case of the Faculty of Business Studies and Tourism of the University of Huelva. Journal of New Approaches in Educational Research, v. 8, n. 2, p. 201-213, 2019.
KERCKAERT, S.; VANDERLINDE, R.; BRAAK, J. V. The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors. European Early Childhood Education Research Journal, v. 23, n. 2, p. 183-199, 2015.
LÓPEZ-BELMONTE, J.; POZO-SÁNCHEZ, S.; FUENTES-CABRERA, A.; GÓMEZ-GARCÍA, G. Análisis del efecto de la formación b-learning en el profesorado. Estudio de caso de una cooperativa de enseñanza. Texto Livre: Linguagem e Tecnologia, v. 12, n. 2, p. 98-115, 2019.
LÓPEZ-BELMONTE, J.; POZO-SÁNCHEZ, S.; PINO-ESPEJO, M. J. Projection of the Flipped Learning Methodology in the Teaching Staff of Cross-Border Contexts. Journal of New Approaches in Educational Research, v. 8, n. 2, p. 184-200, 2019.
MATOSAS-LÓPEZ, L.; AGUADO-FRANCO, J. C.; GÓMEZ-GALÁN, J. Constructing an Instrument with Behavioral Scales to Assess Teaching Quality in Blended Learning Modalities. Journal of New Approaches in Educational Research, v. 8, n. 2, p. 142-165, 2019.
ORNELLAS, A.; MUÑOZ-CARRIL, P. C. A methodological approach to support collaborative media creation in an e-learning higher education context. Open Learning: The Journal of Open, Distance and e-Learning, v. 29, n. 1, p. 59-71, 2014.
PHILLIPS, M. Re-contextualising TPACK: exploring teachers’ (non-) use of digital technologies. Technology, Pedagogy and Education, v. 25, n. 5, p. 555-571, 2016.
PRESTES-OLIVEIRA, J. ICT and children’s literature: challenges of pedagogical practice in the digital age. Texto Livre: Linguagem e Tecnologia, v.12, n. 2, p. 116-134, 2019.
PYE, G.; HOLT, D.; SALZMAN, S. Investigating different patterns of student engagement with blended learning environments in Australian business education: Implications for design and practice. Australasian Journal of Information Systems, v. 22, p. 1-23, 2018.
ROMERO-GUTIÉRREZ, M.; MARTÍNEZ-CHICO, M.; JIMÉNEZ-LISO, M. R. Online forum analysis of a joint master’s degree by remote classes in terms of emotions. Revista de Educación a Distancia, v. 58, p. 1-21, 2018.
SALAS-RUEDA, R. A. Uso del servicio en la nube GeoGebra durante el proceso enseñanza-aprendizaje sobre las matemáticas. Revista iberoamericana para la investigación y el desarrollo educativo, v. 8, p. 23-52, 2018.
SALAS-RUEDA, R. A. Construction and evaluation of a web application for the educational process on Normal Distribution considering the science of data and machine learning. Research in Learning Technology, v. 27, p. 1-24, 2019.
SALAS-RUEDA, R. A.; LUGO-GARCÍA, J. L.; RUIZ-SILVA, H. F. Perspectivas de los estudiantes sobre el uso de redes sociales en el proceso educativo superior. Vivat academia, n. 139, p. 53-66, 2017.
SALAS-RUEDA, R. A.; VÁZQUEZ-ESTUPIÑÁN, J. J.; LUGO-GARCÍA, J. L. Uso del avatar en el proceso de enseñanza-aprendizaje sobre las aplicaciones de las derivadas. Revista de Comunicación de la SEECI, v. 39, p.71-84, 2016.
SANCAR-TOKMAK, H.; YANPAR-YELKEN, T. Effects of creating digital stories on foreign language education pre-service teachers’ TPACK self-confidence. Educational Studies, v. 41, n. 4, p. 444-461, 2015.
SÁNCHEZ-LÓPEZ, I.; PÉREZ-RODRÍGUEZ, A.; FANDOS-IGADO, M. Com-educational Platforms: Creativity and Community for Learning. Journal of New Approaches in Educational Research, v. 8, n. 2, p. 214-226, 2019.
STEVENS, K. J.; GUO, Z.; LI, Y. Typology and Hierarchy of Students’ Motivations to Use Technology in Learning. Australasian Journal of Information Systems, v. 22, p. 1-30, 2018.
TURGUT, Y.; BOYLAN, M. Tracing preservice English language teachers’ perceived TPACK in sophomore, junior, and senior levels. Cogent Education, v. 4, n. 1, p. 1-20, 2017.
VAERENEWYCK, L. M.; SHINAS, V. H.; STECKEL, B. Sarah’s Story: One Teacher’s Enactment of TPACK+ in a History Classroom. Literacy Research and Instruction, v. 56, n. 2, p. 158-175, 2017.
VOLK, M.; COTIC, M.; ZAJC, M.; STARCIC, A. I. Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes. Computers & Education, v. 114, p. 1-23, 2017.
WARDANI, I.; TOLLE, H.; AKNURANDA, I. Evaluation of an Educational Media on Cube Nets Based on Learning Effectiveness and Gamification Parameters. International Journal of Emerging Technologies in Learning, v. 14, n. 14, p. 4-17, 2019.
ALL, A.; PLOVIE, B.; NUÑEZ-CASTELLAR, E. P.; LOOY, J. V. Pre-test influences on the effectiveness of digital-game based learning: A case study of a fire safety game. Computers & Education, v. 114, p. 24-37, 2017.
AN, L. Application of Computer Technology in Aesthetic Education and Feature Analysis. International Journal of Emerging Technologies in Learning, v. 14, n. 14, p. 46-55, 2019.
BENZER, A. I.; YILDIZ, B. The effect of computer-aided 3d modeling activities on pre-service teachers’ spatial abilities and attitudes towards 3d modeling. Journal of Baltic Science Education, v. 18, n. 3, p. 335-348, 2019.
BIDARRA, J.; RUSMAN, E. Towards a pedagogical model for science education: bridging educational contexts through a blended learning approach. Open Learning: The Journal of Open, Distance and e-Learning, v. 32, n. 1, p. 6-20, 2017.
BRANTLEY-DIAS, L.; ERTMER, P. A. Goldilocks and TPACK: Is the Construct ‘Just Right?’ Journal of Research on Technology in Education, v. 46, n. 2, p. 103-128, 2014.
BRAY, A.; TANGNEY, B. Technology usage in mathematics education research - A systematic review of recent trends. Computers & Education, v. 114, p. 255-273, 2017.
CABERO, J.; BARROSO, J. ICT teacher training: a view of the TPACK model. Culture and Education, v. 28, n. 3, p. 633-663, 2016.
CENGIZ, C. The development of TPACK, Technology Integrated Self-Efficacy and Instructional Technology Outcome Expectations of pre-service physical education teachers. Asia-Pacific Journal of Teacher Education, v. 43, n. 5, p. 411-422, 2015.
DALAL, M; ARCHAMBAULT, L; SHELTON, C. Professional Development for International Teachers: Examining TPACK and Technology Integration Decision Making. Journal of Research on Technology in Education, v. 49, n. 3, p. 117-133, 2017.
FILIPPOU, J.; CHEONG, C.; CHEONG, F. A Model to Investigate Preference for Use of Gamification in a Learning Activity. Australasian Journal of Information Systems, v. 22, p. 1-23, 2018.
GALVIS, Á. H.; LÓPEZ, Y. Y; AARÓN, M. A. Learning from a transformation of pedagogical practices in master's degree courses in the hybrid mode of learning. Revista de Educación a Distancia, v. 58, n. 2, p. 1-35, 2018.
GÓMEZ, M. When Circles Collide: Unpacking TPACK Instruction in an Eighth-Grade Social Studies Classroom. Computers in the Schools, v. 32, n. 3, p. 278-299, 2015.
HOLBECK, R.; HARTMAN, J. Efficient Strategies for Maximizing Online Student Satisfaction: Applying Technologies to Increase Cognitive Presence, Social Presence, and Teaching Presence. Journal of Educators Online, v. 15, n. 3, p. 1-6, 2019.
HOUSTON, L. Efficient Strategies for Integrating Universal Design for Learning in the Online Classroom. Journal of Educators Online, v. 15, n. 3, p. 1-16, 2019.
HRICH, N.; LAZAAR, M.; KHALDI, M. MAPSS: An Intelligent Architecture for the Pedagogical Support. International Journal of Emerging Technologies in Learning, v. 14, n. 14, p. 19-30, 2019.
INFANTE-MORO, A; INFANTE-MORO, J.; GALLARDO-PÉREZ, J. The Importance of ICTs for Students as a Competence for their Future Professional Performance: the Case of the Faculty of Business Studies and Tourism of the University of Huelva. Journal of New Approaches in Educational Research, v. 8, n. 2, p. 201-213, 2019.
KERCKAERT, S.; VANDERLINDE, R.; BRAAK, J. V. The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors. European Early Childhood Education Research Journal, v. 23, n. 2, p. 183-199, 2015.
LÓPEZ-BELMONTE, J.; POZO-SÁNCHEZ, S.; FUENTES-CABRERA, A.; GÓMEZ-GARCÍA, G. Análisis del efecto de la formación b-learning en el profesorado. Estudio de caso de una cooperativa de enseñanza. Texto Livre: Linguagem e Tecnologia, v. 12, n. 2, p. 98-115, 2019.
LÓPEZ-BELMONTE, J.; POZO-SÁNCHEZ, S.; PINO-ESPEJO, M. J. Projection of the Flipped Learning Methodology in the Teaching Staff of Cross-Border Contexts. Journal of New Approaches in Educational Research, v. 8, n. 2, p. 184-200, 2019.
MATOSAS-LÓPEZ, L.; AGUADO-FRANCO, J. C.; GÓMEZ-GALÁN, J. Constructing an Instrument with Behavioral Scales to Assess Teaching Quality in Blended Learning Modalities. Journal of New Approaches in Educational Research, v. 8, n. 2, p. 142-165, 2019.
ORNELLAS, A.; MUÑOZ-CARRIL, P. C. A methodological approach to support collaborative media creation in an e-learning higher education context. Open Learning: The Journal of Open, Distance and e-Learning, v. 29, n. 1, p. 59-71, 2014.
PHILLIPS, M. Re-contextualising TPACK: exploring teachers’ (non-) use of digital technologies. Technology, Pedagogy and Education, v. 25, n. 5, p. 555-571, 2016.
PRESTES-OLIVEIRA, J. ICT and children’s literature: challenges of pedagogical practice in the digital age. Texto Livre: Linguagem e Tecnologia, v.12, n. 2, p. 116-134, 2019.
PYE, G.; HOLT, D.; SALZMAN, S. Investigating different patterns of student engagement with blended learning environments in Australian business education: Implications for design and practice. Australasian Journal of Information Systems, v. 22, p. 1-23, 2018.
ROMERO-GUTIÉRREZ, M.; MARTÍNEZ-CHICO, M.; JIMÉNEZ-LISO, M. R. Online forum analysis of a joint master’s degree by remote classes in terms of emotions. Revista de Educación a Distancia, v. 58, p. 1-21, 2018.
SALAS-RUEDA, R. A. Uso del servicio en la nube GeoGebra durante el proceso enseñanza-aprendizaje sobre las matemáticas. Revista iberoamericana para la investigación y el desarrollo educativo, v. 8, p. 23-52, 2018.
SALAS-RUEDA, R. A. Construction and evaluation of a web application for the educational process on Normal Distribution considering the science of data and machine learning. Research in Learning Technology, v. 27, p. 1-24, 2019.
SALAS-RUEDA, R. A.; LUGO-GARCÍA, J. L.; RUIZ-SILVA, H. F. Perspectivas de los estudiantes sobre el uso de redes sociales en el proceso educativo superior. Vivat academia, n. 139, p. 53-66, 2017.
SALAS-RUEDA, R. A.; VÁZQUEZ-ESTUPIÑÁN, J. J.; LUGO-GARCÍA, J. L. Uso del avatar en el proceso de enseñanza-aprendizaje sobre las aplicaciones de las derivadas. Revista de Comunicación de la SEECI, v. 39, p.71-84, 2016.
SANCAR-TOKMAK, H.; YANPAR-YELKEN, T. Effects of creating digital stories on foreign language education pre-service teachers’ TPACK self-confidence. Educational Studies, v. 41, n. 4, p. 444-461, 2015.
SÁNCHEZ-LÓPEZ, I.; PÉREZ-RODRÍGUEZ, A.; FANDOS-IGADO, M. Com-educational Platforms: Creativity and Community for Learning. Journal of New Approaches in Educational Research, v. 8, n. 2, p. 214-226, 2019.
STEVENS, K. J.; GUO, Z.; LI, Y. Typology and Hierarchy of Students’ Motivations to Use Technology in Learning. Australasian Journal of Information Systems, v. 22, p. 1-30, 2018.
TURGUT, Y.; BOYLAN, M. Tracing preservice English language teachers’ perceived TPACK in sophomore, junior, and senior levels. Cogent Education, v. 4, n. 1, p. 1-20, 2017.
VAERENEWYCK, L. M.; SHINAS, V. H.; STECKEL, B. Sarah’s Story: One Teacher’s Enactment of TPACK+ in a History Classroom. Literacy Research and Instruction, v. 56, n. 2, p. 158-175, 2017.
VOLK, M.; COTIC, M.; ZAJC, M.; STARCIC, A. I. Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes. Computers & Education, v. 114, p. 1-23, 2017.
WARDANI, I.; TOLLE, H.; AKNURANDA, I. Evaluation of an Educational Media on Cube Nets Based on Learning Effectiveness and Gamification Parameters. International Journal of Emerging Technologies in Learning, v. 14, n. 14, p. 4-17, 2019.
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Publicado
11-07-2020
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SALAS-RUEDA, R.-A.; GAMBOA-RODRÍGUEZ, F.; SALAS-RUEDA, Érika-P.; SALAS-RUEDA, R.-D. Diseño de una aplicación web para el proceso educativo sobre el uso del logaritmo en el campo de las matemáticas financieras . Texto Livre, Belo Horizonte-MG, v. 13, n. 1, p. 65–81, 2020. DOI: 10.17851/1983-3652.13.1.65-81. Disponível em: https://periodicos.ufmg.br/index.php/textolivre/article/view/24070. Acesso em: 25 abr. 2024.
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Educação e Tecnologia
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