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Use of the Educational Software

ISA'MATCH in the learning of

Mathematics in 8th grade

Uso del Software Educativo ISA’MATCH en el aprendizaje

de Matemática en 8avo de Básica

Angela Germania Váscones Rodríguez

Cecibell Eugenia Galarza Posligua*

José Miguel Arroba Castro*

Resumen

El presente artículo, tiene como objetivo principal integrar el

aprendizaje de la matemática con el software educativo

ISA’MATCH desarrollado en Haeduc. Para ello, se diseña una

sesión para el conocimiento del software educativo y seis sesiones

para el aprendizaje de la actividad, comprendida en la unidad de

álgebra y funciones de octavo año de educación general básica, que

incluyen contenidos, recursos, instrumentos y evaluaciones

necesarias para lograr resultados de aprendizaje óptimos. Para

complementar el uso del software educativo, se promueve el

aprendizaje de las metodologías activa y el modelo flipped

classroom, que facilita la interactividad de los alumnos con la

actividad de enseñanza - aprendizaje y mejora de éste. Para esta

propuesta fue necesario revisar la fundamentación teórica basada en

Master's Degree in Educational Technology and

Digital Competences, Teacher, Ministry of Education,

angela.vascones@educacion.gob.ec,

https://orcid.org/0000-0002-5558-7852

* Master's Degree in Educational Technology and

Digital Competences, Teacher, Ministry of Education,

cecibell.galarza@educacion.gob.ec,

https://orcid.org/0000-0003-2465-6525

* Master's Degree in Educational Technology and

Digital Competences, Teacher, Ministry of Education,

josearroba4@gmail.com, https://orcid.org/0000-0002-

7905-6888

Article

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el software educativo y la competencia matemática, para lograr

emplear adecuadamente las técnicas instruccionales y metodologías

que queremos combinar. Finalmente, la propuesta planteada ofrece

una herramienta de enseñanza que promueve el aprendizaje y la

motivación permitiendo al estudiante ser partícipe y responsable de

su proceso educativo y el docente sea el guía de este.

Palabras clave: Software educativo, Flipped Classroom, matemáticas,

metodología activa.

Abstract

The main objective of this article is to integrate the learning of

mathematics with the educational software ISA'MATCH developed

in Haeduc. For this purpose, a session is designed for the knowledge

of the educational software and six sessions for the learning of the

activity, included in the algebra and functions unit of the eighth year

of general basic education, which include contents, resources,

instruments and evaluations necessary to achieve optimal learning

results. To complement the use of educational software, the learning

of active methodologies and the flipped classroom model are

promoted, which facilitates the interactivity of students with the

teaching-learning activity and its improvement. For this proposal it

was necessary to review the theoretical foundation based on

educational software and mathematical competence, in order to

adequately employ the instructional techniques and methodologies

that we want to combine. Finally, the proposal offers a teaching tool

that promotes learning and motivation, allowing the student to

participate and be responsible for his educational process and the

teacher to guide him.

Keywords: Educational software, Flipped Classroom,mathematics,

active methodology.

Introduction

Nowadays, technology has become a great support in the teaching

and learning processes, becoming an integrating object of

knowledge, this support has been gradually evidenced in the

classrooms, reflecting a positive change in the present digital

natives.

It is important to emphasize that motivation in learning consists in

the use of didactic tools that facilitate the teacher to capture the

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student's attention, highlighting Montes, Escobar and Cadavid who

affirm:

The lack of understanding of mathematical language, is

presented due to the little reading that students do of

mathematical texts, which brings as a consequence the lack

of knowledge of the language, writing, notations, symbology

and other mathematical structures present in the books (2018,

p. 66).

However, the incorporation of Information and Communication

Technology (ICT) in teaching-learning methods has favored new

understandings and visions in modern schools without forgetting the

traditional pedagogical foundations. Therefore, this has provoked

the reflection of educational authorities, on educational programs

establishing a link between technology and the content of the

curricular program (Granda, Espinoza and Mayon, 2019).

Regarding the performance results and achievements of students in

Ecuador, the National Institute for Educational Evaluation (2018)

reveals that, mathematical competence corresponds to 29%,

compared to the reading level which corresponds to 49% and 43%

in science. These results reflect a high rate of students who fail and

the knowledge acquired during the school cycle has not been

sufficient or consequently assimilated during the process and the

next educational stage continues with learning complications until

reaching high school.

In sum, it is necessary to answer the premises of what for, what, how,

when to teach and what, how to evaluate that respond to the essential

elements of curricular planning that guarantees meaningful student

learning (Ministry of Education, 2017).

Pedagogical use of Educational Software in the classroom.

Currently, the use of educational software lies in the modernization

of educational tools with the objective of improving teaching and

learning processes, creating new didactic environments that allow

teachers to develop their classes in a creative, dynamic and

participative way. We could highlight Cruz, where he defines

Educational Software as:

A set of computer resources, specially designed to be used by means

of a computer, to facilitate the teaching-learning process of different

subjects. They are characterized by being highly interactive, based

on the use of multimedia resources, such as videos, sounds,

photographs, specialized dictionaries, explanations by experienced

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teachers, exercises and instructional games that support the

evaluation and diagnostic functions (2019, p.23).

On the other hand, educational software allows the acquisition and

assimilation of knowledge, allowing learning through a dynamic

environment that will contribute to the teaching-learning of students

at their own pace, while involving parents in the educational process

of their children von Feigenblatt (2021); Barros & Turpo, (2018);

(Bernal and Zaldívar, 2017). Similarly, for the development of

ISA'MATCH, the HaEduc tool has been chosen:

[...]. This application is intended for the development of

educational computer resources, using different types of

multimedia objects. Presentations, multimedia, educational

software collections and other applications can be developed

according to the user's creativity. It is a unique design of its

kind in Cuba for the management of desktop applications. It

has tools that allow two types of users: advanced users and

teachers, who can find editors that allow them to perform

different tasks in a very simple way. [...] (Tejera, 2018, para.

1).

The application is intended for the advancement of academic

computer elements, using different didactic resources. It has the

possibility of creating models, multimedia, academic program

collections and other applications according to the user's

imagination. Based on all these benefits, ISA'MATCH is developed

to strengthen teachers in the use of contents in a single tool under

their own planning.

The development of mathematical competence

"The teaching of mathematics is of great importance in today's

knowledge society, in which, there is a growing need to master from

basic to advanced topics in all training contexts" (Grisales, 2018,

p.200).

In another order of ideas, Suárez, Duardo and Rodríguez define

mathematical competence as:

Complex psychological configuration integrated by

mathematical knowledge, skills, procedures and

mathematical strategies, which together with metacognitive,

motivational components and personality qualities self-

regulate real and efficient performance in solving everyday

problems, understanding the world, and making decisions as

a constructive, committed and reflective citizen. (2020,

p.121)

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On the other hand, "successful achievement and learning in

mathematics remains a challenge worldwide, and great efforts are

made to advance improvement proposals, usually involving

teachers, in terms of their training, improvement or classroom

practice" (Cerda, Casas, & Ortega, 2017, p.1).

Currently, a variety of dynamic and collaborative learning scenarios

are offered where the construction of knowledge is an essential sub-

process in the development of competencies and skills of the

teaching-learning process that the student must possess in

mathematics (DGómez, 2019). In such a way, the student should

gradually achieve to develop his mathematical ability favoring

analysis, understanding, participation and sociability in the

environment. Each method applied by the teacher for the

achievement of these competencies becomes valid.

Therefore, in a digital society, teaching-learning should be framed in

ICT support to achieve the skills required at each educational level,

these should be duly complemented, improve the quality of

education, save time in processes and deepen a method of cultural

change (Gonzales, Trelles and Mora, 2017).

Materials and methods

The learning processes should be focused on the learner to improve

his or her school performance, "it appears then as a process of

construction of meaning. That is, the student is not limited to

acquiring knowledge, but constructs it" (Moreira, 2019, p.3). The

objective of this study is to propose the use of the ISA'MATCH

software using the active methodology with the flipped classroom

pedagogical model, as a response to the teacher's needs to use

technological and pedagogical didactic resources, achieving the

development of skills in students and lowering the high rate of failing

grades in mathematics.

On the other hand, flipped classroom focuses on inverting traditional

teaching methods in the classroom and includes collaborative

learning among peers, solving activities and problems while the

teacher guides the process. Cedeño and Vigueras, (2020). On the

other hand, with respect to learning processes, they should be

focused on active methodological strategies, which allow the learner

to prioritize the activity rather than the content. This means that there

are important changes in the behavior of teachers and students in

classroom work, incurring in the change of curricular planning,

activities and evaluations, promoting constructivist learning (Silva

and Maturana, 2017, p.45).

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Consequently, the use of the didactic tool ISA'MATCH developed

in HaEduc for the learning of mathematics corresponding to the

algebra and functions block of the eighth grade math book being the

following: Addition of whole numbers, Addition of whole numbers

of the same sign, Addition of whole numbers of different sign,

Properties of the addition of whole numbers, Addition of several

whole numbers (Exercises), directed to 22 students between the ages

of 11 and 12 years of the Educational Unit "Isabel La Católica" of

the city of Babahoyo - Ecuador, Resolution No. 0212/1874.

As for the proposed methodology, it provides the opportunity to

fulfill three phases for learning the activity that help to contextualize

the work environment: first, a session is designed for the knowledge

of the educational software, the second phase of knowledge

acquisition, corresponding to three sessions: I clarify, reinforce and

test myself, finally, the closing phase consolidation of knowledge:

session I prepare myself, I am evaluated and I demonstrate my

knowledge.

This process defines strategies with the students in each session,

establishes groupings to favor the learning of the proposed tasks and

evaluate the achievements obtained. The development of the

activities will be carried out with master classes contained in the

software so that the concepts are assimilated before each class, and

then reinforce what has been learned in the group plenary through

problems with individual and collective challenges that must be

achieved to achieve in students a critical, analytical and reflective

thinking, showing their results in the expository class.

First phase: Explanation of the use of the educational software

ISA'MATCH, the teacher motivates about the advantages of the new

learning method, exposes the concepts of educational software, ways

of working in the inverted classroom, the benefits and possible

obstacles that arise in the learning process shown in Table 1.

Table 1. Getting to know ISA'MATCH

Activity

Familiarization with the educational

software ISA'MATCH

Time: 40

minutes

Objectives: To orient students to the use of

the educational tool.

N° of students: 22

Grade: eighth grade

Contents: Visit of the windows

Activities:

• Presentation and guide on the use of ISA'MATCH, explaining

installation, rules on the use of the contents of the unit to be

worked on and definition of times.

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• Explanation of the use of the contents, activities and videos.

Students document in a portfolio the process and results of

their work as evidence of their process.

• After reflecting on the use of ISA'MATCH, we proceed to the

clarification of doubts.

• Delivery of the tool for installation on your personal

computer.

Performance

Indicators

Students know how to use the tool.

Resources

ISA'MATCH- projector, computer,

speakers.

Note: Table authored by the authors.

Home screens: These windows correspond to the main

environments of the software, where the menu of proposed topics is

shown, each one of them has navigation buttons to facilitate its use.

Second phase (knowledge acquisition): in session one the student

outside of class performs the strategy of the proposed activity for the

execution of the final project. This activity is designed to work with

the topics of addition of integers, with the help of the ISA'MATCH

software, which has the contents, videos and activities for a guided

learning and different from the traditional learning method on

blackboard and paper.

Next, students must activate their knowledge by reading the didactic

contents presented in ISA'MATCH before each class, according to

the content to be covered (the teacher organizes the extension of

time, according to difficulties that may arise). After observing the

contents, they must elaborate questionnaires with respect to the

doubts of the corresponding topic of the class. The planning of the

programmed session is presented in Table 2.

Table 2. Knowledge acquisition session

Activity

Knowing the integers.

Time: 40

minutes

Objectives: To guide students

in the application of whole

number addition exercises,

developing and stimulating

mathematical skills and

multiple intelligences.

Methodology: Active

and Flipped Classroom

model.

Grade: 8th grade

N° of students: 22

Contents:

• Addition of whole numbers of the

same sign, Addition of whole numbers

of different signs, Properties of

addition of whole numbers, Addition

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of several whole numbers, Problem

solving.

Development

Session 1: Clarifying

• In class, the teacher socializes and holds a

plenary session on the contents reviewed before

the session.

• The teacher clarifies doubts that the students

have previously noted.

• The teacher conducts with the students a

deepening of the topics studied and reinforces

the previous knowledge of the videos and

contents reviewed.

Performance

Indicators

Students make use of didactic

material prior to classroom

lessons.

Verification

Method

Review.

Material

resources

Desktop

computer.

Speakers.

Notebook and

pen.

Projector.

ISA'MATCH

Evaluation

criteria

Direct observation. Self-

assessment

Measurement

Evaluation

instruments

Heading

Note: Table of own authorship.

Afterwards, the teacher conducts session two in class to reinforce the

content reviewed by the students at home, followed by session three,

which consists of testing themselves, carrying out individual and

group activities, as shown in Table 4.

Table 4. Reinforcement sessions and proposed activities

Activity

My daily life problems in

integer addition.

Time: 40

minutes

each

session

Objectives: To solve integer

addition exercises, using

ISA'MATCH.

Methodology: Active

and Flipped

Classroom model.

Grade: 8th grade

N° of students: 22

Contents:

• Problem solving.

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Development

Session 2: Reinforcement

• The teacher mentions and exemplifies

mathematical problems related to everyday life.

• Resources for class work are provided.

• Individual activities with ISA'MATCH are

proposed to be solved in class (activities that do

not exceed the scheduled time and the teacher is

able to review the work are proposed).

• The teacher observes and guides the students in

the problems that arise when solving the activity.

(always encouraging the use of ISA'MATCH for

reinforcement).

• At the end of the work, review the results of the

activity performed.

• Feedback of the class and clarification of general

doubts.

Session 3: I test myself

• Form peer groups to solve practical problems of

daily life posed by the teacher and assign

resources.

• Enter ISA'MATCH, and review the orders

described in the tool and resolve them on paper.

• After analyzing the contents to be covered,

students should clarify their doubts and then

provide feedback on the contents.

• Verify results by encouraging cooperative work.

• Document your work and attach it to your

portfolio of evidence.

Performance

Indicators

Students make use of didactic

material prior to classroom

lessons.

Verification

Method

Review.

Material resources

Desktop

computer.

Speakers.

Notebook and

pen.

Camera.

Projector.

Cardboard

portfolio.

ISA'MATCH

Evaluation criteria

Direct observation. Self-

assessment

Measurement

Evaluation

instruments

Problem posing and solving.

Rubric, Portfolio of Evidence

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Note: Table of own authorship.

Closing Phase (consolidation of knowledge): at the end of the

development of the activities in Table 5, students should be

evaluated to determine if the competencies of the proposed topic

are achieved. To do this, each group must present the results of the

final work applied to daily life, using the resources offered by

ISA'MATCH as a guide. Each group must present an exercise and

show how to solve it to the rest of the group.

Table 5. Knowledge consolidation

Activity

What I learned with integers.

Time: 160

minutes

Objective: To measure the students'

performance in the development of the

proposed activity.

Methodology: Active

and Flipped Classroom

model.

Grade: eighth grade

N° of students: 22

Contents:

Problem solving.

Development

Session 4: I prepare myself

To measure the results of what has been learned in the

subject, it is proposed to the students:

• Assignment of homework and organization of the material

to be exhibited.

• Indications of the time your expository work should last.

• Indications of what they are expected to present in their

final work.

Session 5: I am evaluated

(This session is developed in two times in order to comply with the

presentation of the work of all groups).

• Statement of the problem posed.

• Plenary of papers presented.

Session 6: Evidencing my knowledge

• Delivery of the evaluation sheet.

• Development of the test.

Performance Indicators

Master the skills required for the

application of integers in everyday

life.

Verification Method

Diagnostic test.

Material resources

Computer

Speakers

Notebook and pen

Camera

Projector.

Cardboard

portfolio.

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Evaluation criteria

Direct observation.

Self-evaluation.

Measurement

Registrations

Evaluation instruments

Heading

Portfolio of evidence.

Partial test

Note: Table of own authorship.

Results

After using the educational tool ISA'MATCH, designed and

elaborated based on the mathematical contents for the dynamic

understanding of the subject, the students have been evaluated since

"it is essential to apply mathematical thinking to problem solving, as

a fundamental way for the development of skills and decision

making in their professional life" (Navarro, 2017 p.1), we have

observed the positive development of the student and their learning

process, based on the rubric of attitude and performance, then each

student has evidenced their work by filing them in the student

portfolio prepared by them. In contrast, the evidence of the results in

ISA'MATCH, the design of the practical activities does not show the

final score of the correct answers, so it is not possible to verify a

statistic of lessons learned.

It is important to highlight that the use of the strategy proposed in

the innovation project allows the development of mathematical

competence, improving the quality of teaching. It is inferred that,

changing the traditional learning method for an innovative one to use

the tool in conjunction with the proposed methodologies, must be

accompanied by a well-designed planning, which implies that the

teacher innovates his practice in the classroom and the student

enhances his academic performance.

Discussion

Nowadays, "the way of learning has changed and, therefore, the way

of teaching. Knowledge is networked and teachers must be the ones

who accompany students in their learning process. Technology alone

does not guide" (Viñals and Cuenca, 2016, p.103), favoring the

technology-pedagogy relationship that has long been disconnected.

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It is convenient to highlight that for the application of the proposal

the students must have a computer to review the material at home

and the teacher must make use of the technology for the development

of the planning in the educational software.

In this sense, and taking advantage of the benefits of HAEduc, it is

recommended that, since it is easy to use, even for inexperienced

users, the teacher could update or design educational activities by

creating his own resources, regardless of the educational level or

field of knowledge. Therefore, in order to motivate students'

learning, the teacher can request the creation of explanatory videos

of the contents of the unit and add the most representative ones to

the tool.

Finally, it can be considered that the use of these advances favors the

student a new way of organizing, distributing, representing and

codifying reality, that is, it develops skills and abilities to build their

own knowledge.

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