Aprendizaje cooperativo mediante aplicación móvil para fortalecer el razonamiento lógico-matemático en estudiantes de educación básica
DOI:
https://doi.org/10.67166/yxk7fj94Palabras clave:
aprendizaje cooperativo; aplicación móvil; razonamiento lógico-matemático; educación básica; aprendizaje colaborativo.Resumen
El estudio tuvo como objetivo evaluar el efecto del aprendizaje cooperativo mediado por la aplicación móvil CooperaMate en el fortalecimiento del razonamiento lógico-matemático de estudiantes de educación básica. Se planteó un diseño cuasiexperimental, de enfoque cuantitativo y alcance descriptivo-correlacional, con 100 estudiantes distribuidos en un grupo experimental y un grupo de control, procedentes de cuatro centros educativos. La intervención se desarrolló mediante retos cooperativos, resolución compartida de problemas, argumentación entre pares y retroalimentación inmediata. Para medir el desempeño se empleó un test de base estructurada, validado mediante juicio de expertos y con consistencia interna de alfa de Cronbach igual a 0,87. El análisis consideró estadística descriptiva, correlación de Pearson, prueba t de Student para muestras independientes y tamaño del efecto d de Cohen. Los resultados modelados mostraron equivalencia inicial entre los grupos y, tras la intervención, una ventaja significativa del grupo CooperaMate en el puntaje global y en las destrezas de patrones, inferencia lógica, resolución estratégica, argumentación y representación matemática. La diferencia postest alcanzó 12,63 puntos, con significación estadística inferior a 0,001 y un efecto grande. Asimismo, el índice de cooperación se relacionó positivamente con la ganancia de aprendizaje, lo que sugiere que la interacción estructurada fue un componente del cambio observado. Se concluye que una aplicación móvil diseñada desde principios cooperativos puede funcionar como mediadora pedagógica para transformar el uso del dispositivo en oportunidades de diálogo matemático, toma de decisiones compartida y construcción de estrategias, siempre que su incorporación se acompañe de planificación docente, acceso equitativo y evaluación formativa
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Derechos de autor 2026 Felis Alberto Rojas Llerena , Martha Silvia Chiluisa Aimara , Alba del Rocio Veloz Sánchez , José Ricardo Gómez (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
