Virtual classroom for teaching mathematics to students of the Educational Unit (Jipijapa City, 2024)

Aula virtual para impartir matemáticas a estudiantes de la Unidad Educativa (Ciudad de Jipijapa, 2024)

Abstract

This study analyzed the implementation of a virtual classroom for teaching mathematics to seventh-grade students at the “Ciudad de Jipijapa” Educational Unit, addressing the need to innovate pedagogical methodologies through digital tools. A quantitative, descriptive, bibliographic and field approach with non-experimental design was used. The sample consisted of 69 participants: 40 carers and/or parents and 29 administrative-teachers, who completed structured questionnaires with Likert scale. Results revealed that 77,5% of families face limitations in access to technological devices and 92,5% of students lack prior experience with educational platforms. However, 82,5% of the educational community believes that a virtual classroom would improve mathematics learning. Both groups prioritized interactive tests (45,0% parents; 44,8% teachers) and educational games as preferred activities. It is concluded that the implementation of the Moodle platform is viable and necessary to transform mathematics teaching, although it requires prioritizing the digital divide through technological infrastructure, training programs and specialized teacher support to ensure successful and equitable implementation in the Ecuadorian educational context.