Search

The aim of the research was to develop a theoretical approach to describe the emotional and techno-ontological logic of mathematics teachers during distance learning during the COVID-19 pandemic and the impact of their emotional state on the learning process. The research approach used in this paper belongs to the qualitative paradigm. The study involved teachers and students from universities in Ecuador, both private and public. The study observed the behavior of teachers and students, analyzed the use of technology in mathematical activities, and analyzed personal opinions about the learning process of the participants of the study. A digital observation guide and open-ended interviews were used to collect data. The qualitative analysis program Atlas. Ti was used to analyze the data. The program created three categories: andragogical heterotopia of mathematics, emotional scar in teacher preparation, and perceptions of the educational process. As the results of the research showed, there was a deficit of digital professional training of teachers in the university teaching of mathematics. As a result of the research work carried out, a theoretical approach is proposed, through which it is possible to avoid the manifestation of techno-ontological logical emotions in mathematics teachers in Ecuadorian universities.

In February 2020 Ecuador declared a health emergency due to the COVID-19 pandemic. On-site classes were suspended. The Ecuadorian university population does not adapt to virtual educational platforms. The objective of the study was to analyse student perception of Ecuadorian educational platforms in higher education during the COVID-19 pandemic. The study was quantitative. The sample was non-probabilistic participatory, consisting of students from different universities in the Province of Chimborazo. For data collection, a questionnaire with four study variables was applied. The results were analysed with T student and MANOVA. There is a positive perception of students using the educational platforms. There were significant statistical differences according to gender variables, contrary to the levels of study and location, there is a greater sympathetic affection of students when receiving virtual classes by female teachers. It can be concluded that the COVID-19 pandemic accelerated the adoption of online learning by higher education institutions.

The changes brought about in higher education by the Coronavirus disease (COVID-19) pandemic require effective action. Teachers must be trained to work on university platforms. The study allows us to analyse the current educational problems, which are found in many countries, not only in Ecuador. The research aimed to determine the virtual andragogical competencies of Ecuadorian university education during the COVID-19 pandemic. A mixed research approach was used. A quantitative analysis was applied first, followed by a qualitative analysis. The sample selection was participatory and non-probabilistic. The sample consisted of 1003 active higher education teachers in Ecuador. A questionnaire of 106 questions divided into four variables was applied. A multiple analysis of variance (MANOVA) was performed. The analyses demonstrated the need to apply four integral competencies. First the teacher must "Know how to be", through continuous ICT training. After the teacher has been trained, he/she must "Know". This process involves mastering educational technology. After updating knowledge, they must "Know how to live together". Develop critical and constructive communication. Then "Know how to do" by applying an effective guiding methodology. Teacher training under the competency-based approach is seen as a viable alternative.

The objective of this research was to analyze the causes and consequences of the systematic process of teaching and learning of the division of whole numbers, a study aimed at students and teachers of the 3rd and 4th level of basic education. For its development the qualitative paradigm was used through the modality of field research. As informants, twenty (20) students and two (2) teachers participated. All participants are enrolled in the 3rd and 4th level of the Giordano Bruno School located in the city of Quito, Ecuador. To collect the information, the observation technique and the semi-structured interview were used, and the instruments were subjected to a validity process, where the triangulation was applied. The results were analyzed to give an answer to the proposed objective of the manuscript, where the teaching-learning method applied to the students is presented as a critical-constructivist model, but in reality, a mechanic-academicist education system is used. It was evidenced that teachers shorten the logical processes of the division of whole numbers, by the time-space factor.

The research objective was to describe the levels of anxiety and their effects on performance manifested by the mathematics students of the engineering faculty of the National University of Chimborazo UNACH during the 2020-21 academic semester. The study is in the quantitative paradigm with a descriptive exploratory design. The total sample consisted of 120 students studying mathematics, which are at different levels and careers of the engineering faculty. The sample selection was of an intentional non-probabilistic type and had as inclusion criteria not having been diagnosed with an anxiety disorder. The Brief Anxiety Situations and Responses Inventory was applied (ASRI-B). The ASRI-B was sent to students by email to facilitate data collection. The two-factor ANOVA (mathematics and comprehension) uses to analyze the research results. It is allowed to find statistically significant differences in the grasp of the contents presented by the teachers in a virtual way for the cognitive and physiological response system and the general level of anxiety, as well as in situational areas of evaluation anxiety and anxiety in everyday situations, during the academic closure in the quarantine season due to the COVID-19 pandemic.

To prevent difficulties in learning mathematics, effective and innovative teaching methodologies should be used. The present study presents the results of a relational and comparative study between the application of the open number-based algorithm (ABN) and the closed number-based algorithm (CNB) method. The research was of a descriptive cross-sectional quantitative type. Descriptive and comparative, quasi-experimental cross-sectional design study. The sample was 320 students of the first cycle of the National University of Education (UNAE). A multiple choice questionnaire with geometry exercises and a Likert type scale was applied for the data collection. The results were analyzed through an analysis of variance (ANOVA). We worked with two variables, the informal geometric reasoning variable and the formal geometric reasoning variable. We applied a correction of the degrees of freedom with Welch's robust test. The results indicated that the ABN-oriented group (n=151) achieved better results than the CNB-oriented group (n=92). The results were relevant, because the skills demonstrated in the results, show that the ABN method reinforces the capacity to give solution to the exercises, contributing to the development of the numerical sense. Concluding that it can be described as a flexible or innovative model in the field of mathematics teaching.

University research is the way in which lecturers can perceive, analyze and be illustrated about unknown topics or something that has been omitted and that is why it is important and is the key in the academic researcher´s life, the gathering of information, the analysis and the search for a solution to an existing or detected problem. This research includes three phases: the first, where the search, collection and data analysis is proposed; the second, where models of teacher formation and theorization are included and the third, where the final idea of formation of university researchers and lecturers is proposed. This research was developed from a qualitative perspective, since it is implemented in an epistemic conceptualization that corresponds to its nature, highlighting the interest of deepening the intuition of the object research. As key informants, the participation of 15 (fifteen) lecturers from different universities of Ecuador is highlighted. The constant comparison of theories and grounded theory was applied for the analysis of the subtracted data, in order to make a theoretical approach through the emerging categories and subcategories, through the operating software Atlas.ti version 8; with the aim to contribute to the theoretical and methodological basis. The subcategories were derived: professional teaching function and novel teaching profile. The conclusions mention the idea or model of formation for higher education teaching staff. It also mentions the importance of improving the formation of lecturers through scientific research to promote knowledge and strategies that require the need to theorize, produce and increase the level of thinking.