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dc.contributor.authorPillajo-Yugcha, Manuel-
dc.contributor.authorZapata, Mireya-
dc.date.accessioned2022-06-20T01:02:33Z-
dc.date.available2022-06-20T01:02:33Z-
dc.date.issued2021-
dc.identifier.urihttps://link.springer.com/chapter/10.1007/978-3-030-80091-8_39-
dc.identifier.urihttp://repositorio.uti.edu.ec//handle/123456789/3248-
dc.description.abstractThe virtual learning classroom for the teaching of Mathematics in secondary school helps students improve their academic performance. Thus, the experimental group showed better progress than the control group, in which the difference was 0.14 points at the beginning of the process while at the end of the intervention it varied 2.22 points between the two groups. Through the means, the experimental group advanced from 4.78 points to 7.93 points, a variation of 3.15 points. The control group that participated in traditional teaching advanced from 4.64 points to 5.71 points, a variation of 1.07 points.es
dc.language.isoenges
dc.publisherLecture Notes in Networks and Systems. Volume 275, Pages 335 - 339. AHFE Conferences on Usability and User Experience, Human Factors and Wearable Technologies, Human Factors in Virtual Environments and Game Design, and Human Factors and Assistive Technology, Virtual, Online. 25 July 2021 through 29 July 2021es
dc.rightsopenAccesses
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/es
dc.titleVirtual Environments in the Mathematics Teaching-Learning Processes in High Schooles
dc.typearticlees
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