Jamboard for Teaching Mathematics to Fourth-Year Secondary School Students
Jamboard para la enseñanza de la Matemática con estudiantes del cuarto grado de secundariaArticle Sidebar
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Collaborative learning involves a dynamic process in which students jointly construct knowledge through interaction, negotiation of meaning, and collaborative problem-solving. Therefore, this article aims to describe the impact of using Jamboard in teaching mathematics to fourth-year secondary school students at the Ramón Castilla Private Educational Institution. This study was framed within a qualitative approach with a non-experimental, descriptive, and cross-sectional design. The study revealed that more than 90% of the students actively participated with Jamboard, all group members visibly contributed to the collaborative work, and interruptions and delays in the process were recorded due to loss of connectivity. In conclusion, it was evident that Jamboard positively impacts interaction, visualization, and collaborative learning in mathematics.
El aprendizaje colaborativo implica una dinámica en la cual los estudiantes construyen conocimiento conjuntamente mediante interacción, negociación de significados y resolución conjunta de problemas. De ahí que el presente artículo tiene como objetivo principal: describir el impacto del uso de Jamboard en la enseñanza de las matemáticas a estudiantes de 4to de secundaria de la I.E.P. Ramón Castilla. El presente estudio se enmarcó dentro de un enfoque cualitativo con un diseño no experimental, descriptivo y de corte transversal. El estudio reveló que más del 90 % de los estudiantes participó activamente con Jamboard, todos los miembros del grupo contribuyeron visiblemente en los trabajos colaborativos, y se registraron interrupciones y retrasos en el proceso por pérdida de conectividad. En conclusión, se evidenció que el Jamboard impacta positivamente la interacción, visualización y aprendizaje colaborativo en matemáticas.
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