Matlab como estrategia de enseñanza-aprendizaje de límites y continuidad de funciones reales para estudiantes de Primer Semestre de la Facultad de Recursos Naturales- Escuela Superior Politécnica de Chimborazo.

Abstract

The purpose of this study was to use a mathematical software as a teaching-learning strategy for the topic of limits and continuity of actual functions, in which a quantitative methodology was used through a type of explanatory study and quasi-experimental design. In this study, the Tourism and Renewable Natural Resources Careers of the Faculty of Natural Resources of the first semester were taken as a sample; of the subject of Mathematics and Mathematics I respectively, the first one established the so-called control group and the second one the experimental group. In order to analyze the learning and accessibility of technological resources, techniques and data collection instruments were used for the elaboration of the didactic proposal, the didactic resource used to achieve this objective was the mathematical software Matlab, and the mentioned proposal was implemented in the experimental group denoting a consolidation of the knowledge on the subject mentioned in problem-solving, while in the control group , the teaching of the traditional way was used. The validation of the implementation of the mathematical software was determined through the application of a Pre and Post-test to the groups mentioned in the evaluation phase, thus allowing through a statistical analysis the verification of the established hypothesis, that is to say if the implementation of the didactic resource in the study of the subject significantly influences the academic performance of the first semester students of the Renewable Natural Resources Career of the Escuela Superior Politécnica de Chimborazo, since the results obtained were t=2.09 and t_critical=1.98, the calculated value being higher than the critical one. It is concluded that the use of Matlab software increases the academic level of the students. It is recommended to use didactic resources as a complement to the traditional teaching method.