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El presente artículo da cuenta de la importancia del capital humano en la gestión organizacional y en este marco lo identifica, mide y valora a partir de la aplicación del modelo Skandia en una unidad de cuidado intensivo neonatal—UCIN—. El análisis se desarrolla bajo una metodología de enfoque mixto y de profundidad aplicada. Se realizó un análisis descriptivo para reconocer la importancia de los intangibles y, de esta manera, identificar las principales características de modelo Skandia aplicables en la valoración del capital humano. Siguiendo los enfoques del modelo, se revisaron diferentes diseños metodológicos de publicaciones previas y se ajustaron para construir los índices. Se concluye en que la adaptabilidad del navegador facilita su aplicación en todo tipo de organizaciones y contribuye a los procesos de gestión integral con resultados visibles a mediano y largo plazo, los cuales le permiten a la administración monitorear y emprender oportunamente acciones cuando se requiera. Para el caso de la UCIN, la aplicación del navegador del modelo Skandia permitió detectar oportunidades de mejora relacionados con el reconocimiento del personal y las modalidades de contratación.

El uso de recursos tecnológicos es importante en las clases de geometría descriptiva, ya que es difícil explicar figuras tridimensionales sobre un pizarrón que es un plano. En este sentido, el objetivo de este estudio fue desarrollar clases de geometría descriptiva con el uso de un software simulador y valorar los resultados de la incorporación de este recurso. Para esto fueron diseñadas dos clases que utilizaron el software simulador GeoEnZo y Educación Plástica como apoyo a la clase. Luego se realizó una encuesta a 39 estudiantes de una carrera universitaria de educación en matemáticas, sobre el uso del software simulador para las clases de geometría descriptiva. Los estudiantes indicaron que sus docentes del colegio usaban el pizarrón y el juego geométrico para desarrollar las clases, y ellos trabajaban en láminas de papel. Mientras, en las clases donde se usó el software simulador, la explicación del profesor fue mucho mejor en relación a la comprensión de los temas y el aprendizaje de geometría descriptiva. Además, indicaron que el software simulador les permitía resolver y dibujar más rápidamente, y que mejoraba la presentación de sus dibujos. Como parte de las conclusiones se determina que el uso de recursos tecnológicos en la clase ayuda a mejorar la comprensión espacial de los estudiantes, y, por ende, lograr aprendizajes de calidad.

Due to the ubiquity of the microprocessors and computers in the present life, some competences and skills have to be obtained by people in order to use in an optimized way the new technologies. Computational thinking can be a great help in this case. It is a new and fundamental way of thinking and problem solving, described as a way for solving problems, designing systems and understanding human behavior by drawing on the concepts fundamental to computer science. Some fundamental concepts of computational thinking are the abstraction, algorithm design, data collection, decomposition and pattern recognition. Computational thinking allows us to take a complex problem, understand what the problem is and develop possible solutions. We can then present these solutions in a way that a computer, a human, or both, can understand.

Con la irrupción de la pandemia del Covid-19 el mundo atraviesa por cambios bruscos, la población debió aislarse y la educación tuvo que pasar de la modalidad presencial hacia la virtualidad. Esta abrupta transición y la posterior adaptación al nuevo sistema han traído muchas dificultades a los estudiantes, entender esta problemática fu el objetivo de esta investigación, porque esta nueva información que se genera sirve para mejorar los procesos virtuales de enseñanza y aprendizaje. La investigación tuvo un enfoque cuantitativo, la técnica usada fue la encuesta y como instrumento un cuestionario estructurado aplicado a 176 estudiantes universitarios de estudiantes de la carrera de formación docente en Matemáticas y Física de la Universidad de Cuenca, Ecuador. Se encontró que el alumnado tiene dificultades con la conectividad y atraviesan problemas económicos; para sus estudios atienden en promedio a 11,6 horas de clases virtuales a la semana y dedican 15,7 horas semanales a desarrollar sus tareas, consideran que las clases virtuales no son suficientes y deben complementar sus estudios con aprendizaje autónomo. Los docentes y estudiantes están todo el tiempo mejorando sus procesos de enseñanza y aprendizaje en la modalidad virtual, con esta investigación se prendió conocer cómo se dan las cosas en este tiempo atípico de pandemia.

Para las autoridades escolares es importante conocer cómo los alumnos de su institución avanzan en sus estudios, porque de esta forma pueden detectar cualquier tipo de dificultades que se presenten; sin embargo, esa información no siempre se la conoce a tiempo. El objetivo de esta investigación es proponer una metodología que permita visualizar las trayectorias escolares de los estudiantes y de esta forma se identifiquen las dificultades que tienen en la asignatura de matemáticas. Para mostrar el potencial de la metodología, se investigó a los alumnos de bachillerato de una institución educativa ecuatoriana entre 2015 y 2019, se procesaron sus calificaciones y se generaron gráficas de trayectorias escolares que presentan la evolución de sus calificaciones durante el período escolar. Mediante esta metodología se facilita la identificación de trayectorias individuales de bajo rendimiento, además, se encontró que las actividades colaborativas tienen calificaciones más altas que las individuales, también se evidenciaron las diferencias de rendimiento entre cursos. La presentación de las calificaciones mediante gráficas es una herramienta poderosa para la gestión académica, ya que facilita la detección de dificultades y la toma de decisiones oportunas.

espanolSi bien las carreras cuentan con una planificacion de curriculo, en la practica el estudiante demora algun tiempo adicional en cumplir su programa. En algunas carreras esa demora puede ser excesiva, implicando retrasos y la perdida de recursos para el estudiante y la institucion. Esta investigacion se realizo con una cohorte que inicio en marzo del 2013 y culmino en julio del 2018, con el objetivo de analizar longitudinalmente el progreso academico de los estudiantes, y evidenciar el desfase entre el avance ideal y el avance real en cada periodo, y asi poder definir politicas de optimizacion de la gestion educativa. Se encontro una facultad donde sus estudiantes demoraron un 46,6% mas que el plazo ideal; adicionalmente, aquellos estudiantes, cuyos padres son profesionales o que desempenan cargos altos, tiene avances academicos estadisticamente superiores a otros. EnglishAlthough the careers have a curriculum planning, in practice the student takes some additional time to complete his program. In some careers, this delay can be excessive, implying delays and the loss of resources for the student and the institution. This research was carried out with a cohort that began in March 2013 and ended in July 2018, with the aim of longitudinally analyzing the academic progress of the students, and evidencing the gap between the ideal progress and the real progress in each period, and Thus, to define optimization policies for educational management. A faculty was found where its students took 46.6% more than the ideal term; Additionally, those students, whose parents are professionals or who hold high positions, have academic progress that is statistically superior to others.

El ajuste curricular realizado en el Ecuador en 2016 responde al paradigma constructivista, los textos que guían al docente de matemática propuestos por el Ministerio de Educación también están desarrollados acorde a esa visión, entonces, el docente debe desarrollar una clase activa y reflexiva, apoyado en una serie de recursos propuestos en el ajuste curricular. La educación debe tener todos sus elementos bien armonizados para que el estudiante tenga los resultados de aprendizaje adecuados, se plantea el objetivo de analizar la relación entre tres elementos: diseño curricular, texto guía y el docente. En esta investigación se aplica la metodología de revisión documental para analizar cómo el ajuste curricular idealiza la relación entre estos elementos, y cuál es la realidad. En la práctica se encuentran algunas dificultades, una de ellas, los textos, que traen cantidades excesivas de contenidos a desarrollarse y obligan al docente a “dar” clases, sin cerciorarse del logro de aprendizajes de los alumnos; también, la reforma no ha tenido la suficiente difusión a los docentes, quienes aún desarrollan sus clases de forma tradicional, enfatizando en la memorización de contenidos y de recetas mecánicas para resolver los ejercicios.

Although Mathematics is a pillar which many of the subjects of any Engineering degree are based on, and in spite of being used as a tool in almost all of such subjects, it is sometimes difficult for students to assimilate the mathematical concepts. Since this relationship between Engineering and Mathematics is unavoidable, a consortium of universities from different countries is working on a project, EngiMath, to, on the one hand, make it easier for teachers to teach Mathematics in the first years of Engineering degrees; and, on the other hand, to promote study from a “student-centric” point of view. As a previous step to the development of educational material that fulfills these purposes, a study of the students' feelings about Mathematics and their experience in studying them has been carried out.

Esta investigación analiza los problemas que enfrentan los estudiantes durante la transición entre el colegio y el primer semestre de estudios universitarios, en las matemáticas. Para esto, al final del semestre se encuestó a estudiantes recién ingresados, se averiguó sobre su formación previa en matemáticas, el proceso de ingreso a la universidad y las asignaturas tomadas del área de matemáticas, además se revisó los registros académicos una vez finalizado el primer semestre. Se encontró que muchos estudiantes provienen de familias donde los responsables del hogar tienen formación primaria o ninguna; también, que no tienen buenas bases en matemáticas, y que los estudios en la carrera son difíciles. Se aporta con información para reflexionar sobre el proceso de selección, curso preuniversitario y el diseño curricular de la carrera. Es muy importante conocer a los estudiantes que recién ingresan y su vivencia durante el primer semestre, no solo a través cifras estadísticas, sino comprender las circunstancias que ellos atraviesan.

Traditionally, geometry classes have been difficult, but when these classes are developed mechanically and memoristically, they become even more complex. Teachers who develop theoretical, abstract and difficult to understand topics, which are not related to any practical application and are of little interest, do not contribute to solving this problem. There are new currents of thought that are changing the relationship between teachers and students in the classroom, the teacher designs and applies activities so that the student develops his learning and goes from being a passive receiver to have an active role in the classroom. The action research methodology was used for the theoretical analysis of traditional classes and new geometry class proposals. This article aims to describe an experience with students of the teacher training career in Mathematics and Physics, where creative classes of triangles are developed, with novel themes that describe part of Ecuadorian history, technological resources are used that facilitate understanding and the context problems that are analyzed give practical meaning to geometry and encourage research.

Classically, the solution to contour problems in electromagnetism was based on analytical techniques, looking for closed solutions. The solution, whether computational or analytical, of electromagnetic problems is extremely important for analyzing the interactions of wave emitting and receiving devices among themselves and with their environment, including both inanimate dispersing objects and living beings. There are many applications in various areas: radio frequency antennas, radar, optics, wireless communications, imaging in bioengineering, nanotechnology and metamaterials, electrical substations, etc. Such analytical or computational solutions are particularly useful to increase productivity in all these well-established areas, to provide procedures to improve existing designs before actual implementations and to facilitate the design of new processes and devices. Typically, electromagnetism problems can be formulated using Maxwell equations. However, the Maxwell equations only admit an analytical solution for some dispersing or emitting objects with canonical geometric shapes, such as the sphere, the infinite plane, elemental antennas, etc. Numerical methods broaden the spectrum of known solutions which, while to be considered approximate, in many cases can be selected to what level of precision the calculated results describe the physical reality being analyzed. In recent decades, driven by the availability of increasingly powerful computers, the area of computational electromagnetics (CEM) has experienced a remarkable increment as an area of research. Mathematical formulations of physical electromagnetic problems produce systems of equations that can now be solved numerically by computers. Thanks to advances in computational technology and increasingly sophisticated mathematical algorithms of electromagnetic modeling, it is a reality to simulate radiation or scattering problems containing arbitrary and complex structures for which there is no analytical solution to the Maxwell equations. There are various methods of computational electromagnetism and various classifications. Depending on the geometric model used by their formulations to characterize the dispersers, they can be classified into three types: ray tracing, surface discretizations, and volume discretizations. Depending on the precision achieved in the results and the field of application, they are classified into full-wave and asymptotic methods, also called low and high-frequency methods. Methods based on volumetric discretizations, such as finite-difference time-domain (FDTD) and frequency domain finite-element method (FEM), have the advantages that they allow for easy modeling of non-homogeneous media, and their associated 3D mathematical formulations are relatively simple. However, they suffer from the fact that the resulting system of linear equations has a number of unknowns proportional to the simulated volume, so the computational demand grows very rapidly as the electrical dimensions considered in the simulation increase. The methods based on discretizations of surfaces present characteristics that make them computationally more efficient than the volumetric ones. The formulations used in surface methods are based on surface integral equations (SIE) which, unlike volumetric formulations, are mathematically more difficult to implement in a computational code, partly due to the various types of singularities of the Green function. Another disadvantage of this type of methods is the impossibility of simulating general non-homogeneous means, although they have the great advantage that they only require discretizing the interfaces, that is to say, the two-dimensional surfaces that delimit the dispersing objects. Among the surface methods, the method-of-moments (MoM) and its computational optimizations stand out, in exchange for introducing a controllable numerical error on the results of the pure MoM, known as fast multipole method (FMM) and multilevel fast multipole algorithm (MLFMA). The physical optics (PO) is also considered as a surface method based on SIEs since it is based on surface discretizations, although using approximations valid only for electrically large objects. The PO supports a correction method to include diffraction, called physical theory of diffraction (PTD), although this correction is only applicable to perfect electric conductors (PEC). In this chapter, we will analyze some of the numerical methods used in electromagnetism.

The goal of this paper is to introduce a technique of creating self-tests that has allowed to actively incorporate university students into the learning process. The study was conducted within the framework of the Erasmus+ Project EngiMath. Partners’ peer reviews, the survey results and the students’ comments in forums and test results were used to conduct the research. The students’ overall satisfaction was in a high level. However, opportunities for some technical improvement has been emerged like the formulation of the tasks needs to be very clear and the time required to perform the tests must be limited. The following conclusions can be drawn from the study. The use of self-tests at all stages of training has intensified the assimilation of the material, i.e. increased understanding of theoretical material and developed computational skills. By completing a series of such assignments on each topic of the course, students had mastered the methodology of studying the topic and mastered specific teaching material on this topic. Feedback made, taking into account typical errors, has allowed the students to analyse their knowledge. A large number of variations for such tasks has allowed students to be involved in the process of active independent and individualized self-study.

In most computer supported collaborative learning activities, the teacher monitors and/or reviews data generated by students and groups as they complete the learning tasks, in order to provide guidance and feedback. Without appropriate technological means that support the processes of collection and selection of students’ generated responses, these duties can result in a high cognitive load for teachers, especially if students generate textual, qualitative content that requires real-time reviewing. In this research we deal with EthicApp, a collaborative application in which this problem is apparent, as students analyze a given ethics case individually and in small groups and deliver written judgements in each phase of the activity. We present a solution to the problem, based on enhancing EthicApp’s teacher’s interface with automated content analysis capabilities. This includes a dashboard that automatically displays students’ most relevant contributions, and cluster visualizations that permit identifying groups of students with similar responses to activity tasks. Validation of the approach was based on a dataset comprising 4,366 comments about an academic ethics case, which were written by 520 students divided into 19 class groups. Expert judgement was applied to evaluate content analysis effectiveness at selecting comments that are both meaningful and representative of students’ different views. More than 80% of comment selections were found valuable, according to experts’ analysis.

Engineering and Mathematics are closely related, the latter being a fundamental tool and being also at the base of many, if not all, of the processes employed in the former one. Engineering in turn is a source of application for those mathematical concepts that are, sometimes, difficult to understand by undergraduate students in universities. Precisely, so that this relationship can be more fluid and comfortable for students in Higher Education, a group of European universities have teamed up around a project called EngiMath -Mathematics on-line learning model in Engineering education.

There are some criticisms of the access system to the ecuadorian university because many students fail to achieve access to the careers of their preference or vocation; for that reason, an investigation was made to the admission process and leveling course taken by the students who entered the Faculty of Philosophy, Letters and Education Sciences of the University of Cuenca. It is important to demostrate with real values these statements. To achieve this, students were analyzed who were admitted and entered the leveling course between September 2015 and February 2016, through surveys at the beginning and end of the course. Based on the results of the scores of the National Exam for Higher Education -ENES-with which the students entered the careers, it was compared with the careers of preference, and the experience after taking the leveling course in the faculty Existen críticas al sistema de ingreso a la universidad ecuatoriana debido a que muchos estudiantes no acceden a las carreras de su preferencia o vocación; por eso, se realizó una investigación al proceso de admisión y curso de nivelación que tomaron los estudiantes que ingresaron a la Facultad de Filosofía, Letras y Ciencias de la Educación de la Universidad de Cuenca. Es importante evidenciar con cifras la realidad de estas afirmaciones, para esto se estudió a los estudiantes que fueron admitidos e ingresaron al curso de nivelación entre septiembre del 2015 a febrero del 2016, mediante encuestas al inicio y final del curso. En base a los resultados de las notas del Examen Nacional para la Educación Superior –ENES-con que ingresaron estudiantes a las carreras, se comparó con las carreras de preferencia, y la experiencia luego de tomar el curso de nivelación en la facultad.

This present paper makes a theoretical approach which involves the learning evaluation, analyzes the stages of its procedure as well as the functions and the types of assessment in all the educational process. Additionally, it has taken into consideration the series of changes in the curriculum in recent years and has prepared a proposal of different assessment techniques with their corresponding instruments. These ones could be applied to assess the learning in Mathematics. El presente documento hace un abordaje teórico de lo que implica la evaluación de los aprendizajes, analiza las etapas de un proceso de evaluación, así como las funciones y tipos de evaluación que se presentan en el proceso educativo. Finalmente considerando que el Sistema Nacional de Educación ha experimentado una serie de cambios en su currículo en los últimos años se elabora una propuesta de las diferentes técnicas de evaluación con sus respectivos instrumentos que pueden ser aplicados en la evaluación de los aprendizajes en la asignatura de Matemáticas.

In this world of the digital era, in which we are living, one of the fundamental competences that students must acquire is the competence in Computational Thinking (CT). Although there is no general consensus on a formal definition, there is a general understanding of it as a set of skills and attitudes necessary for the resolution, with or without a computer, of problems that may arise in any area of life. Measuring and evaluating which of the CT skills students have acquired is fundamental, and for this purpose, previously validated measuring instruments must be used. In this study, a previously validated instrument is applied to know if the new students in the Engineering Degrees of the University of the Basque Country have the following skills in CT: Critical Thinking, Algorithmic Thinking, Problem Solving, Cooperativity and Creativity., Education; Educational development; Evaluation in education; Pedagogy; Teaching research.

In a general way, the electrical network is the set of lines, transformers and infrastructures that carry electricity from generation centers to final consumers. The current networks were designed and are in operation since the mid-twentieth century and were conceived to cover a situation in which the main generation centers were far from the populations. The new energy model is totally different and is transforming the current system into a distributed system, in which any agent that is connected to the network has the possibility of providing energy, enabling the creation of microgenerators, so that there is no such direct dependence as with the current energy generation. Thanks to this type of network, it is possible to drastically reduce losses due to energy transport, facilitate the connection to the network of all types of renewable energies and support energy storage capacities. But this structure requires management systems and integration of the microgenerators in the electrical system and it is in this moment when the concept of Virtual Power Plant (VPP) appears, which arises from the grouping of a series of small generators acting as a unit. Taking value from the energy microgeneration concept and the microgrids, a VPP connects many of these microgenerators to work together as a traditional plant through a centralized control system. A VPP achieves to interlink multiple concentrated sources in one area: wind, solar, storage batteries, biomass plants and conventional generation sources, and coordinate them through remote software. A Virtual Power Plant is one of the main functions of the smart grids. Through it, various distributed generation resources are brought together, dispersed throughout the network, with the capacity to respond intelligently to demand control and turn them into positions of active resources that function as a single centralized generating plant. In this way, the capacity of the virtual plant would be the sum of the powers of all the elements that make it up. We can say that VPPs use the Intelligent Network to enter the system and this can represent a reduction in demand and therefore affects the offer. It is called Virtual because it is in the digital world where, through telecommunications and control networks, it can be linked to physical elements through software. For the virtual power plant, sensors are used to collect data that are collected through a secure telecommunications infrastructure to convert them into information and be controlled by the system operator. The VPP is then a technical, operational and economic concept that is located in the digital part of the electrical network and provides facilities that allow greater flexibility of the electrical system. On the other hand, in recent years, within the electrical generation system, wind power has taken on great importance and has significantly increased its share of space in the generation market. This has implied an increasing value in the number of wind turbines connected to the network. This growing penetration of wind generation involves new factors to be taken into account in aspects such as frequency control, where the inertia of the system plays a determining role. The inertia of the system determines how the frequency will vary when a change occurs in the generation or in the power demand. The doubly-fed induction generator wind turbines, the preferred choice for extensive wind farms, can reduce the effective inertia of the system. These variable speed wind turbines can emulate inertia by fast active power control. This virtual inertia can be taken as an important way for the control of the frequency.

At the end of the 2018, a new multinational project saw its approval as a European Erasmus+ Project. This project, named EngiMath - Mathematics on-line learning model in Engineering education, is closely related to Mathematics Teaching in Engineering Degrees. With its end planned for 2021, the steps needed to kick-start the development of this multinational project have not been easy in general logistic terms and even in more specific and particular issues. One of the first steps in its development was connected to the identification of common themes/subjects on which this project should be based in theoretical and general terms. This paper will describe, in a detailed way, all the educational needs analysis development. Its inclusion within this programme of work was due to the development, testing and deployment of a novel paradigm in the technology enhanced learning mediated environment in six geographically, socially, and culturally separate, engineering institutions. This was not a trivial task and took many resource hours to complete. Prior research to the submission of the project found no literature guiding educational needs analysis for joint-shared initiatives relating to socially, culturally, or geographically, separate locations. Therefore, this paper hopes to mark a complete list of objectives and tasks developed. It will point out several important issues to consider when designing multinational educational projects as well as other international connections made in education.

El vertiginoso desarrollo de las tecnologías de la información y comunicación –TIC– ha revolucionado a la sociedad y a la educación en particular, pero en el aula no se aprovecha todo ese potencial, porque hay dificultades debidas al docente, la infraestructura y el estudiante. Este trabajo es un estudio de caso que tiene como objetivo investigar cómo se usan las TIC en la educación secundaria. La investigación tiene un enfoque cuantitativo, de tipo descriptivo y correlacional, se aplicó una encuesta a estudiantes que acaban de ingresar a la universidad y están recién graduados, para averiguar cómo se usaron las TIC en el colegio. Se encontró que las instituciones educativas tienen deficiencias en su infraestructura tecnológica, además, que los docentes y los estudiantes utilizan los recursos tecnológicos de forma limitada, desaprovechando el potencial que estos tienen; los estudiantes emplean buena parte de su tiempo en redes sociales y videojuegos, a pesar de reconocer que no les beneficia. Es importante esta información porque a partir de estos datos se pueden tomar decisiones que optimicen el uso de las TIC en la educación secundaria ecuatoriana., The vertiginous development of information and communication technologies - ICT - has revolutionized society and education in particular, but not all that potential is exploited in the classroom because there are difficulties due to the teacher, the infrastructure, and the student. This work is a case study that aims to investigate how ICT is used in secondary education. The research has a quantitative, descriptive, and correlational approach; a survey was applied to recently graduated students to find out how ICT was used at school. It was found that educational institutions have deficiencies in their technological infrastructure, in addition, teachers and students use technological resources in a limited way, wasting their potential; Students spend a good part of their time on social networks and video games, despite acknowledging that it does not benefit them. This information is important because, based on these data; decisions can be made that optimize the use of ICT in Ecuadorian secondary education.

An important part of the teaching-learningprocess is the planning. It helpsteachers to guide their students due to the educator is able to identify the objectives, skills and evaluation criteria which were proposed in the curriculum and will be addressed according to the subject studied. In addition, the planning shows the best methodological strategies that will be applied, the resources that will be used during the performance of the topic, and the indicators for the performance criteria; it means, the aspects that allow to identify if the students acquired the minimum knowledge that are required and the techniques or instruments to be used in order to evaluate the new knowledge. In the methodological strategies or learning activities space is where five interesting strategies are suggested which have improved the results in the teaching-learning process of the mathematic. These strategies are: the relation, experimentation, application, cooperation and the transference, all of them known as REACT. The implementation of all these strategies in a planning makes the difference between a traditional and constructivist class, being the last one which have the best results in the mathematical education. Parte fundamental del proceso enseñanza-aprendizaje es la planificación, pues permite al docente guiar el aprendizaje de sus estudiantes, identificando los objetivos, destrezas y criterios de evaluación planteados en el currículo que van a ser abordados según el tema tratado, también permite indicar cuales son las estrategias metodológicas a ser aplicadas, los recursos a ser utilizados en el desarrollo del tema, los indicadores de logros de aprendizaje, es decir, aspectos que permiten identificar si los estudiantes adquirieron los conocimientos mínimos requeridos y las técnicas o instrumentos a ser utilizados para evaluar el nuevo conocimiento.Dentro de las estrategias metodológicas o actividades de aprendizaje es en donde se proponen la aplicación de cinco estrategias, que han mejorado los resultados en la enseñanza-aprendizaje de la matemática; dichas estrategias son: relación, experimentación, aplicación, cooperación y la transferencia, más conocidas por sus siglas como la REACT. La implementación de éstas dentro de la planificación marca la diferencia entre aulas tradicionalistas y constructivistas, siendo las últimas las que mejores resultados presentan dentro de la educación matemática.