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  • Please use this identifier to cite or link to this item: https://repositorio.uti.edu.ec//handle/123456789/3241
    Title: E-Learning and M-Learning Technological Intervention in Favor of Mathematics
    Authors: Cóndor-Herrera, Omar
    Ramos-Galarza, Carlos
    Issue Date: 2021
    Publisher: ecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). Volume 12784 LNCS, Pages 401 – 408. 8th International Conference on Learning and Collaboration Technologies, LCT 2021, held as Part of the 23rd International Conference, HCI International 2021. Virtual, Online. 24 July 2021 through 29 July 2021
    Abstract: This paper is based on pre-experimental research that assessed the impact of E-Learning and M-Learning technological intervention to promote mathematical skills learning. The sample consisted of 16 students between 11 and 12 years old (Mage = 11.94, SD =.25). They received an educational technology program for 6 sessions. Pre and posttest measurements were performed to assess direct proportionality knowledge and ability to solve problems with 2 artifacts respectively. The results showed statistically significant differences between the pre and posttest (knowledge t (15) = −7.20, p = <. 001, d =.88 and ability to solve problems t (15) = −6.75, p = <.001, d =.87). Consequently, it is highlighted the improvement that the learning process based on E-learning and M-learning has in the learning process of mathematics, as evidenced after the intervention ended. The data is discussed around the need to incorporate this type of technological tools in the learning of calculation skills and previous research
    URI: https://link.springer.com/chapter/10.1007%2F978-3-030-77889-7_28
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