Digital teaching resources to enhance logical thinking
Keywords:
autonomous learning, basic education, digital resources, logical thinking, teaching strategiesAbstract
The digital teaching resources to enhance logical thinking are technological tools designed for learning, such as applications, platforms, games, and simulators. These resources focus on developing reasoning, analysis, problem-solving, and critical thinking skills interactively and practically. The objective was to analyze the effectiveness of digital teaching resources in improving logical thinking in seventh-year students of Basic General Education in the "Cinco de Mayo" Educational Unit. Analytical-synthetic, inductive-deductive, and explanatory methods were used, complemented by statistical data. The results indicate that using digital resources increases motivation and understanding, facilitating the resolution of logical problems autonomously. Likewise, it is observed that these tools allow learning to be adapted to the pace of each student, promoting a participatory and meaningful approach. In conclusion, the implementation of digital resources in mathematics teaching promotes more effective and adaptable learning, standing out as a key strategy to enhance logical-mathematical competencies in diverse educational contexts.
Downloads
References
Assaad, R., & Krafft, C. (2015). Is free basic education in Egypt a reality or a myth?. International Journal of Educational Development, 45, 16-30. https://doi.org/10.1016/j.ijedudev.2015.09.001
Bayram, H., & Comek, A. (2009). Examining the relations between science attitudes, logical thinking ability, information literacy and academic achievement through internet assisted chemistry education. Procedia-Social and Behavioral Sciences, 1(1), 1526-1532. https://doi.org/10.1016/j.sbspro.2009.01.269
Caro, D. H., Lenkeit, J., & Kyriakides, L. (2016). Teaching strategies and differential effectiveness across learning contexts: Evidence from PISA 2012. Studies in educational evaluation, 49, 30-41. https://doi.org/10.1016/j.stueduc.2016.03.005
Ç??r?k, E., & Ergül, R. (2010). The investion effect of using WebQuest on logical thinking ability in science education. Procedia-Social and Behavioral Sciences, 2(2), 4918-4922. https://doi.org/10.1016/j.sbspro.2010.03.795
Cori, V. M., Padilla, T., Alagón, S. L. C., Caballero, L., & Turpo, W. G. S. (2022). Estrategias y recursos didácticos empleados en la enseñanza/aprendizaje virtual en estudiantes universitarios en el contexto de la Covid-19. Revista Innova Educación, 4(1), 78-91.
Domínguez, L. F. B., Alcívar, Y. A. A., & Barahona, C. M. A. (2022). Educomunicación y recursos didácticos. Revista Científica FIPCAEC (Fomento de la investigación y publicación científico-técnica multidisciplinaria). ISSN: 2588-090X. Polo de Capacitación, Investigación y Publicación (POCAIP), 7(3), 165-177.
Enríquez, E.L.J. (2022). Educaplay. A valuable educational resource to promote learning in Higher Education. Cuban Journal of Higher Education , 41 (2), 165-182.
Esteban, V.C. (2021). Media, teaching resources and educational technology . UNED Publishing House.
González Martínez, J. R. (2021). De las de TIC a las TAC; una transición en el aprendizaje transversal en educación superior. Dilemas contemporáneos: educación, política y valores, 9(SPE1).
Guerrero, K. G. G., & Bernal, S. A. M. (2021). Gamificación y enseñanza-aprendizaje del razonamiento lógico matemático en estudiantes de Educación General Básica. Revista Arbitrada Interdisciplinaria KOINONIA, 6(4), 219-239.
Holguín, S.T., & Mendoza Moreira, F.S. (2022). The logical-mathematical thinking of students. A didactic issue? Mendive. Journal of Education, 20 (2), 408-421.
Iivari, N., Sharma, S., & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life–How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care?. International journal of information management, 55, 102183. https://doi.org/10.1016/j.ijinfomgt.2020.102183
Mantra, I. B. N., Suwandi, I. N., Sukanadi, N. L., Astuti, N. K. W., & Indrawati, I. G. A. P. T. (2019). Teachers’ competences in dealing with instructional constraints to develop higher quality of learning. International Journal of Social Sciences, 2(1), 44-48. https://doi.org/10.31295/ijss.v3n1.95
Martín-Gutiérrez, J., Fabiani, P., Benesova, W., Meneses, M. D., & Mora, C. E. (2015). Augmented reality to promote collaborative and autonomous learning in higher education. Computers in human behavior, 51, 752-761. https://doi.org/10.1016/j.chb.2014.11.093
Morocho, T., & Paida, C. (2021). Los recursos didácticos aportan una metodología activa al docente de niños de tres a cuatro años.
Nguyen, C. T. (2012). The roles of teachers in fostering autonomous learning at the university level. Procedia-Social and Behavioral Sciences, 47, 605-609. https://doi.org/10.1016/j.sbspro.2012.06.703
Ricce Salazar, C. M., & Ricce Salazar, C. R. (2021). Educational games for learning mathematics. Horizontes Revista de Investigación en Ciencias de la Educación, 5(18), 391-404.
Rojas, S. Z. C., Sánchez, V. C., Terán, M. S. Q., & Benítez, M. D. C. P. (2021). Estrategias didácticas para el desarrollo del pensamiento lógico matemático en niños de educación inicial.
Terán, MR, Paredes, EC, & Lligüín, IL (2022). Open educational resources in the teaching-learning process: a literature review. International Journal of New Education , (9), 175-187.
Travieso Valdés, D., & Hernández Díaz, A. (2017). The development of logical thinking through the teaching-learning process. Cuban Journal of Higher Education , 36 (1), 53-68.
Tulbure, C. (2012). Learning styles, teaching strategies and academic achievement in higher education: A cross-sectional investigation. Procedia-Social and Behavioral Sciences, 33, 398-402. https://doi.org/10.1016/j.sbspro.2012.01.151
Published
How to Cite
Issue
Section
Copyright (c) 2024 International journal of social sciences
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the International Journal of Social Sciences (IJSS) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant IJSS right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in IJSS can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
